
Author 



Title 



Imprint. 



1«— 47372-2 4IT«0 



[Department of Public Instruction Bulletin 

STATE OF INDIANA 
Balletin No. 4 February, 1914 



The Licensing of Teachers 



AND 



The Acer editment of Teachers' 
Training Schools 



Issued by 

CHARLES A. GREATHOUSE 

State Superintendent of Public Instruction 



Rules and Regulations 



CONCERNING 



The Licensing of Teachers 



AND 



The Accreditment of Teachers' 
Traininor Schools 



STATE OF INDIANA 



Issued by 

Charles A. Greathouse 
State Superintendent of Public Instruction 



INDIANAPOLIS : 

WAr. B. BUIiFOUD, CONTKACIOI! FOR STATE I'UI NTI N<; AM) lilN'DINI 

1914 






CONTENTS. vVb\K 

, ' Page 

Forewoi'd 3 

L.-nv on Licensing of Teacliers : 

Contract without Licenses not Valid 7 

Teachers" Qualifications 7 

Teacliers' Minimum Wages 8 

Indiana State Normal Diplomas 9 

Special Subjir^cts (Jraded in State Department !> 

Certiticates fmm Other States 10 

Special License 11 

Licenses in Pre-vocati(Mial Sub.iects 10 

Pre-\ ocational Work : 

Ii\iiing by State Board 10 

Vocational Work : 

Ruling by State Board 11 

Licenses Issued by the State Board of Education : 

Professional (Div. I. of Life State) 12 

Questions Issued for Prefessional Examination (1918) 12 

Life State (Division II ) 20 

Questions Issued for Life State, Division II (19i:V) 20 

For (Graduates of Standard Colleges 24 

Questions issued for Graduates of Standard Colleges (19i;;) 24 

Places for Professional and Life Examinations 28 

Rules for Professional and Life Examinations 29 

Siiecial lacense without examination 29 

License's Issued by State Superintendent : 

Common School — Twelve Months 29 

Twenty-four Mouths 30 

'1 hirty-six Months 31 

rriuiary-- Twelve Months 31 

Twenty-four MoJiths 31 

Thirty -six Months .> 31 

Questions Issued for Common School and Primary (.Tan. 1914).... 32 

High School— Twelve Months 39 

Twenty-four ]Mouths 40 

Thirty-six Months 40 

Sixty Months 40 

Questions Issued for High School (January, 1914) 41 

Supervisors : 

Music 52 

Art 53 

Industrial Arts 53 

Domestic Science 53 

Agriculture 53 

Physical Culture 54 

K indergarten 54 

(,)nestions Issued for Super\isors and Teachers of S])ecia] Subjects 

(January. 1914) 54 

IL 



Page 
By Validation : 

Life Licenses from Other Stat<'s .7.> 

State Normal Dii)lomas from Otliei' States 51) 

Exemption .")'.) 

Licenses Issned by Connty Suiicrintendent : 

Common Schf>ol — ''"welve Months 59 

Twenty-four ]Months 59 

'J'hirty-six ^Months 59 

Primary — Twelve Months 59 

Twenty-four Montlis 59 

Tliirty-six Months 59 

Iliiih School — Twelve Months 59 

Twenty-four Months 59 

Thirty-six Months 59 

Exemption , 59 

State Normal Diplomas — Wages I*aid Holders of (iO 

High School Equivalency Examinations 01 

Questions Issued for Pligh School Equivalency Examinations Division 

I (July. 1913) 01 

Division H (August, 1913) 05 

Special l<]xaminations on Request of County Superintendent 07 

Time and Place of Teachers' Examinations 08 

Fee for Manuscripts Graded by the State 68 

All Licenses Forwarded by County Superintendent to Ai'iilicants 09 

Rule Governing Teachers Holding License in one County and Contract- 
ing in Another G9 

County Superintendent, Only, Has Power to Revoke Licenses 09 

Law on Accreditment of 1'eachers' Tfaining Schools 73 

liuling on Credits in Courses in Accredited Schools 74 

Ruling on Granting of Degrees in Standard Colleges 74 

Ruling on Granting of Degrees in Standard Normal Schools 71 

Qualifications of Teachers in Conunissioned or Certified I4igli Schools. . 75 
Standard College : 

Teachers 70 

I'inances 70 

Entrance Requirements 70 

(iraduation Requirements 7<; 

Equipment 77 

Pedagogical Courses 77 

List of Standard Colleges in Indiana 77 

Standard Normal School : 

Teachers 78 

Finances 7s 

Entrance Requirements 7S 

Graduation Requirements 78 

Equipment 79 

List of Standard Normal Schools in Indiana 79 

Normal Department : 

Teachers 80 

General Requirements • 80 

iii. 



Page 

List of Accredited Xnniial Dep.irtments 80 

Training Sclnxils ; 

Kinds Nl 

Tenchei-s 81 

Eqniimient 81 

C(i\irses of Study : 
Class A. 

In Standard Colleges 82 

In Standard Normal Schools 82 

In Normal Departments 82 

( >ne College Year in Litni of Twelve Weeks' Ti-ainiiig 82 

Class B. 

In Standard Colleires 8.'] 

In Standard N.irmal Schools 83 

In Normal Departments 83 

One College Year in Lien of Twelve AVeeks' Training 83 

Class C. 

General T{<'gnlations 84 

In Standard Colleges S4 

In Standard Normal Schools a'6 

In Normal Departments 85 

Sjiecial Two Yeai"s' Course : 

Exi)lanation 8G 

General I'egulations 8(') 

Conrs'^ in Detail Sd 

High School \York in Accredited Schools: 
In Colleges. 

Academy or Preparatory Department 88 

Snh-Fi-eshman Work 88 

Ii-regnlarly Prejiaved Students 89 

111 Normal Schools. 

Regular Course 88 

Credit Course 88 

Irregularly Prejiared Stiideiils 89 

Twelve Weeks' Course: 

Length of Term 90 

Time of Entering 90 

Absence 90 

Credits in One Institution 90 

Prejiaratory Work 90 

Number of Students in Class 91 

Keep.'ing Records: 

In Secondary Schools 91 

Records Furnished to Pupils 91 

Records Furnishcxl to Accredited Sch(M)ls 91 

Certificates of Work Must he Issued 92 

Credits for Work Done Outside of Indiana 92 

Advertising 92 

Classes of Teachers and Licenses 92 



FOREWORD. 



An important feature of the public school system in Indiana is 
that pertaining to the qualifications and licensing of teachers. 

From a very few simple requirements of scholarly attainments, 
and professional training, the standards have risen until very spe- 
cific ralings covering the ((ualifications of the public school teachers 
in this State, have been established. 

Prior to August, 1908, practically no legal requirements were 
set for entering the teaching profession other than that of hold- 
ing a license, Avhieh of course implied a certain kind and amount 
of scholarship, and a good character. 

True, the spirit of higher standards was abroad in the State, 
and school boards and superintendents, locally, required other than 
license qualifications for those with whom contracts were made to 
teach in the common schools. 

The law enacted in 1908 and revised in 1913 has placed the 
school system of Indiana on a plane, not excelled in other States, 
by creating high standards for the teaching force and at the same 
time making mandatory the payment of salaries more commensu- 
rate with the preparation and services required. . 

In order that facilities might be provided for the training thus 
required by law, the State Board of Education was endowed with 
the authority of a State Teachers' Training Board, and given the 
power to declare what schools and what courses of study should be 
recognized as ample for the professional training of teachers. 

Under these provisions schools have been inspected and accred- 
ited for the training of teachers, while a system of rules and regu- 
lations governing the accredinu^nt of such schools has been made. 

Today a teacher in the public schools of Indiana must hold a 
license and must meet other qualification requirements before trus- 
tees and school boards can legally compensate him for services. 

The length of time for which these licenses are valid varies 
from the minimum of twelve months to the maximum of a lifetime, 
while the purposes they may serve cover every line of school work 
from primary to college. 

(3) 



Closely identified with the licensing of teachers is their pro- 
fessional training obtained in the schools accredited for that pur- 
pose. 

The standards for these schools are being constantly raised by 
the State Board so that the courses of study, their equipment, and 
teaching forces are enlarging and improving. 

It will be most helpful for not only school officials but teachers 
1o acquaint themselves with the contents of this bulletin, and thus 
see and understand the legal basis on which licenses are granted 
and training schools accredited. 



PART I. 
The Licensing of Teachers. 



(5) 



I. THE LAW. 



1. All Teachers Must Hold Licenses. 

Trustees shall eiuploy no person to teach in any of the common 
schools of the State of Indiana, unless such person shall have a 
license to teach, issued from the proper state or county authority, 
and in full force at the date of the employment. Any teacher 
who sliall commence teaching any such school without a license, 
shall forfeit all claim to compensation out of the school revenue 
for tuition for the time he or she teaches without such license ; but 
if a teacher's license shall expire by its own limitation within a 
term of employment, such teacher may complete such term of em- 
ployment within the then current year. 

1. License Essential. A valid contract for the tencliing of a public 
school can not be made by a trustee with one who at the time, has no 
license to teach in the county, and the subsequent procurement of a license 
does not validate the contract. — Butler v. Haines. 79 Ind. ."T.n. And a per- 
son can neither recover compensation for seiwices rendered as teacher, 
nor damages for breach of contract for such services, unless he was 
licensed to teach as prescribed by the statutes. — .Jackson School Town- 
ship V. Farlow, 75 Ind. 118. See also Hari'ison Townshiii v. Conrad, 20 
Ind. 3.37. and Putnam v. School town of Irvington, CO Ind. 80. In a suit 
against rhe school corporation for ser\ices rendered or to bo rendered, it 
must be stated in the complaint that the teacher had a license to teach 
when he rendered the services or entered into the contract. — Bedford, etc, 
Co. V. McDonald, 12 Ind. App. 621. 

2. The Minimum Wage Law. 

A. Teacliers' Qualifications. The ((ualifications required for 
teaching for the dififerent classes shall be as follows : 

(a) A teacher wdthout experience: Shall be a graduate of a 
high school or its equivalent. Shall have had not less than one 
term of twelve weeks' work in a school maintaining a professional 
course for the training of teachers : Provided, That completion of 
one year, or more, in a recognized college shall be accepted in lieu 
of twelve wrecks' work in a school maintaining a professional course 
for the training of teachers Shall have not less than a twelve 
months' license. 

2—100 (7) 



(b) A teacher with one school years' experience: Shall be 
a graduate of a high school or its equivalent. Shall have not less 
than two terms of tM^enty-four M^eeks' work in a school maintain- 
ing a professional course for the training of teachers or the equiv- 
alent of such work : Provided, That the one year of college work 
optional for a teacher without experience shall be accepted as one 
of the required two terms of work, in this class. Shall have a two 
years' license. Shall have a success grade. 

(c) A teacher with three or more years' successful experience : 
Shall be a graduate of a high school or its equivalent. Shall be a 
graduate from a school maintaining a professional course for the 
training of teachers, or its equivalent. Shall have a three years', 
five years', eight years', or a life license. Shall have a success 
grade. 

(d) A teacher with five or more years' successful experience: 
Shall be a graduate of a high school or its equivalent. Shall be a 
irraduate from a school maintaining a professional course for the 
training of teachers, or its eqiiivalent. Shall have taught as a class 
(c) teacher two or more years previous to entering this class. Shall 
have a three years', five 3'ears', eight years', or life license. Shall 
have a success grade: Provided, That for teachers already in the 
service, prior to August, 1908, successful experience in teaching 
shall be accepted as an equivalent for high school and professional 
training, as required by all the above classifications. 

B. Teachers' Minimum Wages. The daily wages of teachers 
for teaching in the public schools of the state shall not be less, in 
the case of beginning teachers, than an amount determined by mul- 
tiplying two and one-half cents by the general average given such 
teacher on his highest grade of license at the time of contracting. 
I''or teachers having had a successful experience for one school 
year of not less than six months, the daily wages shall be not less 
than an amount determined by multiplying three cents by the gen- 
eral average given such teacher on his highest grade of license at 
the time of contracting. For teachers having had a successful ex- 
perience for three or more school years of not less than six months 
each, the daily wages shall be not less than an amount determined 
by multiplying three and one-half cents by the general average 
given such teacher on his highest grade of license at the time of 
contracting. For teachers having had a successful experience of five 
or more school years of not less than six months each, the daily 
v.'ages shall be not less than an amount determined by multiplying 



four cents by the general average given such teacher on his highest 
grade of license at the time of contracting. All teachers now ex- 
empt from examination shall be paid, as daily wages for teaching 
in the public schools, not less than an amount determined by multi- 
plying three and one-half cents by the general average of scholar- 
ship and success given such teacher : Provided, That the grade of 
scholarship accounted in each case be that given at the teachers' 
last examination, and that the grade of success accounted be that 
of the teachers' term last preceding the date of contracting: and, 
Provided further, That two per cent, shall be added to the teach- 
er's general average of scholarship and success for attending the 
county institute the full number of days, and that said two per 
cent, shall be added to the average scholarship of beginning teach- 
ers. 

Note. — All teachers contracting on exemption licenses are in Class C. 

3. Indiana State Normal School Diplomas. 

The board of trustees (of the Indiana State Normal School) is 
authorized to grant, from time to time, certificates of proficiency 
to such teachers as shall have completed any of the prescribed 
courses of study, and whose moral character and disciplinary re- 
lations to the school shall be satisfactory. At the expiration of two 
years after graduation, satisfactory evidence of professional ability 
to instruct and manage a school having been received, they shall 
be entitled to diplomas appropriate to such professional degrees as 
the trustees shall confer upon them; which diplomas shall be con- 
sidered sufficient evidence of qualification to teach in any of the 
schools of this State. 

4. Special Subjects Graded in State Department, 

Teachers in manual training, domestic science and art, and 
kindergarten departments of the elementary and high schools, and 
teachers of German, music, drawing, agriculture, physical culture 
and other special branches of instruction shall be examined by the 
county superintendents of schools at the times of regular teachers' 
examinations upon the branch or branches they are employed to 
teach, and in case they pass such examination successfully, and 
have met all the qualifications required by law, or the eqivalent 
thereof prescribed by the state board of education, they shall 
be licensed to teach such branch or branches for twelve (12), 
twenty-four (24), or thirty-six (36) months, according to the 
grades obtained upon such examination. Such license, however. 



10 

shall not legally qualify its holder for the teaching of any branch 
or branches not covered by said examination, and such teachers at 
the time of examination shall have their manuscripts in music, 
drawino', manual training, cooking, sewing, agriculture, kinder- 
garten, and physical training sent to the state department of pub- 
lic instruction for grading upon the terms and conditions pre- 
scribed by law for grading of manuscripts by the superintendent 
of public instruction. 

5. Countersigning- Certificates from Other States. 

The state superintendent of public instruction may countersign 
the life state certificate of teachers of other states, when the hold- 
ers of such certificates shall have furnished satisfactory evidence 
of good moral character, and experience and success in teaching, as 
is required for life state certificates in this state; and when so 
countersigned such certificates shall be valid in any of the schools 
of this State : Provided, That the requirements for obtaining the 
life state certificates of other states shall be equivalent to the re- 
(juirenients for the same certificates in this State. 

LICENSING TEACHERS FOR THE PRE- 
VOCATIONAL WORK.- 

1. After September 1, 1915, all teachers required to teach 
elementary agriculture, elementary industrial work or elementary 
domestic science in the public schools of the State shall have passed 
an examination in these subjects prepared by the State Board of 
Education. 

2. Teachers who teach only the special pre-vocational subjects 
(elementary agriculture, elementary industrial work and element- 
ary domestic science, as provided for in Section 5 of the Indiana 
Vocational Education Law) need not hold a regular teacher's li- 
cense, if they have passed a satisfactory examination in the special 
industrial subject or subjects which they teach "and have met all 
the qualifications required by law, or the equivalent thereof pre- 
scribed by the State Board of Education." 

3. Teachers in the public schools of the State not required to 
leach an.y of the pre-vocational work need not take an examination 
in the pre-vocational subjects. 



*For further information on the (lualitications and licensing of teachers 
of pre-vocational subjects see Bulletin No. 5 — Vocational series No. 3 — is- 
sued by the State Superintendent of Public Instruction. 



n 

4. Teachers who supervise the pre-vocatioiial work in the reg- 
uhir scliools (the regular pre-vocationa! woi'k in agriculture, indus- 
trial arts or domestic science in the graded and high school) musl 
hold a supervisor's license in the pre-vocational subject or subjects 
which they supervise or teach. 

5. A teacher holding an Exemption License will be required to 
take an examination in any prevoeational subject or subjects which 
he is re(juired to teach, unless these branches were included in the 
examination upon which the exemption license was issued. 

6. A teacher holding a State Normal Diploma, a professional 
or life certificate will be required to take the examination in any 
pre-^'ocational subject or subjects which he is required to teach 
unless such license or diploma includes the special training in such 
subject or subjects as have been prescribed by the State Board of 
p]ducation. 

Licensing- of Teachers for Special Vocational Departments and 
Schools. 

7. Teachers in special state-aided vocational departments and 
schools will be licensed according to a plan to be adopted by the 
State Board of Education, for the licensing of saich teachers. Tliis 
plan will be announced later in a bulletin j)ublish(Ml by the State 
Superintendent of Public Instruction. 



Special License. In order to encourage trained teachers to 
teach in the district schools and in the grades in the small towns 
of the State, each accredited school and the State Normal School 
may, subject to the rules and regulations of the State Teachers" 
Training Board, establish a two-year course open to high school 
graduates, the completion of which will be accepted in lieu of a 
license and will entitle one to teach in the district schools and flu* 
grades in the small towns foi- three years without examination. 
(R. S. 1908, §6315.) 

Note. — The niinimiiDi dnily wages of teachers taking advantage of tjiis 
provision will be $2.1-2.; tlio first year and $2.70 dnring the second and third 
vears. 



II. STATE BOARD RULES CONCERNING 
LICENSES AND EXAMINATIONS. 



The State Board of Education has general control of the entire 
system. This board prepares the uniform questions to be used in 
the examinations, fixes the standards and arranges for licensing the 
teachers in those subjects not provided for by specific statutes. 

The general regulations relating to teachers' licenses are as 
follows : 

1. Licenses Issued by State Board of Education. 

A. Professional. (Division 1 of Life Slate). Valid for eight 
years in any public school of the State. The examination for this 
license is held jinnually on the last Saturday in February. The 
subjects are: Algebra, Civil government, American literature, 
Science of Education and two of these six: Physics, Botany, Ger- 
man, French, Spanish and Latin. 

To be eligible for this examination the applicant must have held 
two thirty-six months, a thirty-six months and a sixty months, or 
Iwo sixty months licenses. In addition he must have had at least 
i'ofty-eight months successful experience as a teacher. 

Licenses are granted to those who make a general average of 
85% and do not fall below 75% in any subject. If the average is 
85% or more and the grade in a single subject is below 75% the 
applicant is conditioned. If a passing grade is made in the condi- 
tioned subject at the next annual examination, a license is issued. 
No fee is required for this examination. 

QUESTIONS ISSUED FOR PROFESSIONAL OR FIRST DIVI- 
SION OF LIFE STATE LICENSES IN FEBRUARY, 1913. 

Division 1 op Life State. 

XoTE. — The following resolution was adopted by the State Board of 
Education, October 31. 1887: 

Resolved. That the ExamiDatiou for Professional license include the 
following branches: .\lgebra. Civil Government. American Literature, 
Science of Education, and tiro of the following ftix subjects — Elements of 
Physics. Elements of Botany or Latin (Latin Crannnar, twn books of 
(';esar, and two of Vergil), German, French, Si)anish ; and 

(12) 



13 

Further Resolved, That the Examinntion for State License shall in- 
clude, in addition to those of Professional License, Geometry, Rhetoric, 
General History. En;a:lish lateratiire. Physical Geography, and tuo of the 
rolIowin,ir three suhjects — Chemistry. Geolosy. Zoology. 

SPEGL\L NOTICE TO APPLICANTS. 

In view of the fact that the mamiscripts of applicants for hoth Life 
State and Professional Licenses are sent to the several members of the 
State Board of Education for gradation, it is essential that applicants for 
such licenses observe the following rules: 

1. Write on one side of the paper only, using legal cap. 

2. See that the answers to the questions in each branch are entirely 
sei>arate from those of any other branch and securely fastened together. 

o. Write fiiJl name and postofflce address upon each set of answers. 

4. Fxu-nish the member of the State Board of Education conducting 
the examination eopies of recoiirmendations, as they are to be filed for 
future reference and can not be returned. 

."). The exi)ense of sending manuscripts should be defrayed by the 
••ipplicaiit. 

//(. EdcJi List Avsivcr Any Si.v, But No More. 

ALGEBRA. 

1. Find i)rime factors of: (a) x-27x^ (b) x^ + a.\"-x-a. (cj 8a-Ja--4. 

2. Snnphfy: ^-^x ~ lT2x " 4^^" 

3. A merchant expended a certain sum of money for goods, which he sold 

a,gain for $24. and lost as many percent as the goods cost him. 
How much did he pay for the goods? 

4. Divide 1/27^ by V>^>/,. 

2m 

5. Rationalize r? — n * 

(a + m)'^+(a-m)-2 

(!. Simplifv ^1 + z= . 

.!.5 + 2J3 2J3-s'5 

(x3 + v= = 34] 

7. Solve: -^^ ^"^^ ^^^ ' 

8. One of the sides forming the right angle of the right-angled trian.gle is 

3/7 of the other, and the area of the triangle is 5.082 s<piare inches. 
Required the lengths of the sides. 

CIVIL GOVERNMENT. 

1. Discuss the relation of the Legislature to the Executive under cabinet 

government in England and under presidential .government in 
America. 

2. Elxplain the doctrine of implied powers in reference to the United 

States Constitution and how its application has p-romoted the 
growth of nationality in America. 

3. Explain what is meant by an unwritten constitution and give several 

illustrations of the unwritten constitution in the United States. 



14 

4. Explain the distinsnishinu' features of (a) a Confederation, (b) a 

Centralized Nation, (e) a Federal Nation. 

5. Compare the iwwers of the Speaker of the House of Representatives 

with those of the President of the Senate. 

6. Why \Yas the Electoral College adojtted as a means of electing the 

I'resident? How have its changed functions disappointed the 
exi>ectations of its fx*aniers? 

7. Explain the political importance of a court's power to declare legisla- 

tive acts luill and void. How is this power related to current 
political discussions V 

8. (a) Tell how a State constitution is usually made and adopted. 

(h) Compare tlie Governor's veto power with that of the Tresident of 
the United States. 

AMERICAN LITERATTTRE. 

1. What is the value and nature of the literary productions of the colonial 

IK'riod of American literature? 

2. From the artistic standpoint how dues American literature at its best 

compare with the best literature of Greece. Italy and England? 
Account for the difference. 

3. Who wrote "To One in Paradise." "Wreck of the Hes{)erus." "Brace- 

bridge Hall," "Day of Doom?" 

4. Characterize the writings of ^^'hitluan. Xamc his chief works. 

r>. Give specific examples of American literature influencing the political 

life in this country. 
(!. (a) What has beon a strong tendency in the fiction of the last few 

years? (b) Is this fiction likely to achieve permanency? Why? 
7. In what resix^ct is Hawthorne comparable with Emerson and Thoreau 

in their attitude towards individual freedom, and in their attitude 

toward organized refomi? 

5. What has Edward Everett Hale contributed to American literature? 

SCIENCE OF EDUCATION. 

1. How is social ellicicncy as an aim of education affecting: (1) the 

course of study. ( L' ) ]ie<lagogical method, and (3) industrial edu- 
cation? 

2. What help can the teacher derive from the study of instincts as 

treated by child psychology? 

3. What are the arguments for and against scientific measurements in 

education? Name and evaluate the experimental studies in 
measuring educational research? 

4. What are the two theories of play and its role in teaching from the 

primary through secondary education? 
n. Discuss the process, value and rules of habit formation. 
(1 What factors determine the efficiency of recall and what are their 

significance for education? 

7. What are the advantages and disadvantages of a regular text book in 

teaching mor;ilitv? 

8. What is the value of motor ti'aining in intellectual development? 



15 

Afternoon (Questions. 
PHYSICS. 

1. Distin^ish between a gram of mass and a gram of force. 

2. Give three equations for falling bodies. 

8. With what velocity must a ball be shot upward to rise to the height 
of Eiffel Tower (335 m. high)? 

4. How much heat is required to change 100 g. of ice at — 15° C. to steam 

at 100° C, the specific heat of ice being 0.5? 

5. A glass jar containing -^-ater responds most loudly to a tuning fork 

when the length of the column of air is 17.5 cm. What is the 
frefjuency of the fork? 
G. (a) Give the laws of resistance and combine the laws into one alge- 
braic eqnation. 
(b) Give the laws of ]>arallel and shunt resistance. 

7. Compare the cost of an ordinary incandescent lamp, using 3.75 Watts 

I>er candle power, with that of a tungston lamp, using 1.5 Watts 
per candle power, when burned for SO hours on a 100 volt current, 
each giving a total illumination of 200 candle power, assuming the 
in-ico for electric energy to be 12.5 cents per kilowatt hour. 

8. (a) Explain the phenomena of refraction, index of refraction, and 

total reflection. 
(b) Prove that when an object lies between a concave miiTor and its 
piTJiciiJal focus, the image is always erect and virtual. 

BOI ANY. 

1. What are thii principal differences in structure and mode of growtii 

between roots inid stems? 

2. Draw a cross section of a leaf. Label and give function of each part. 

3. Give the life cycle of a moss. 

4. Name the groups of algae and gi^e distinguishing characteristics. 

5. (a) What are the uses of water to the plant? (b) How does water 

enter, pass through and escape irom the plant hotly? 
G. Describe the adaptations of a xerophytic plant. 

7. Give the life history of wheat rust. 

8. Give a synopsis of the distinguishing characteristics of six families of 

flowering plants. 

SPANISI-I. 

1. In the following words tlie stressd vowel of each is italicized. Copy 

these words and supply graphic accents where they are needed. 
Do not change the order of the words. 
Perez Galdos, Calderon, vf/rio, vario, vario, matara, matara, mio, reime, 
mateis, cazarais, cont/nuo, contin(<o, continuo, angel, heroico, Estebanez, 
Zalamea. oh-. 

2. a. When is cuatido followe<l by the subjunctive and when by the indi- 

cative? 

b. When may si be followed by the future? 

c. When is aiinqiie followed by the indicative and when by the sub- 

junctive? 
3—400 



16 

0. Give the first siugiibir of the present indicative, of the future indica- 

tive, of the preterit (or past definite), of the present subjunctive, 
of the first form of the imperfect subjunctive (type: amara) , and 
the second singuhir of the imperative of liacer, ser, volver, arqiiir. 
salir, tcner, andar (6 forms for each verb). 

4. Write in Spanish a note of not less than fifty words and not more than 

seventy-five words. Address it to a friend and invite him to a 
meal or to an evening party. Use usted. 

5. Translate : 

a. They could not help noticing (advertir) that something extraor- 
dinary was happening. 

b. Men malve themselves unhappy (infeli.:) by desiring what they 
do not need (necesitar). 

c. Kings used to be looked upon (mirar) as superior to the law. 

d. Give me that book. I shall give it to you when you have finished 
your work. (Use usted.) 

r,. Translate : 

a. Celebro que le haya salido tan bien su empresa. 

b. Atraveso varias calles sin apercibirse siquiera de lo que hacia. 

c. No recuerdo habor visto nada semejante {\ lo que V. describe. 

d. Dios nos dio la razon i)ara quo distingamos lo bueno do lo main. 

7. Translate: 

ASTUCIA DE r'V VIAJEliO. 
Un viajero llego a una posada en una noche de las miis frfas de 
diciembre, y al pasar por lo cocina ^io que todos los asientos estaban 
tornados por la mucha gente que habfa alrededor del fuego, caus5,ndole 
la mayor pena el no poder acercarse & ealentarse los pies. — Mo«o, dijo 
en voz alta al criado de cuadra : "Ddrfls al moraento S. mi caballo dos 
docenas de ostras. El mozo obedicio ; y todas: las personas que estaban 
apoderadas de la lumbre, no pudieudo re sistir al deseo de ver un 
animal tan extraordinario, se levantaron y marchai'on en tropel A la 
caballeriza.— Entretauto el viajero tomo el mejor asiento al fuego, y un 
instante dcs pu^s llego el mozo 6. deeirle. seguido de los curiosos. que el 
caballo no queria comer las ostras." 1 Comol? no las quiere? preguntsi 
muy serio; triieme aquf la mesa, y yo me las comer4. 

8. a. Distinguish between the use of lia'ber and that of tener. 
b. Distinguish between ^Es V. huenof and lEntd V. buenof 

e. Distinguish between un oran hombre and vn liombre grande. 

d. Distinguish from one another esto. ese, aquel. 

e. Name three famous Spaniards. 

FRENCH. 

1. Give the five principal parts of luire, s'asseoir, absoudre, moudre, suffirc. 

2. Give the plural of chcf-d'(vavre, ttre-bouchon, ahat-jour, timbre-poste, 

amen, a'icul, detail, sou., opera, gentUhomme. 

3. Translate into English : 

Une nation est uue ame, un princiiDe spirituel. Deux choses. qui. a 
vrai dire n'en font qu'une, constituent cette fime, ce principe spirituel. 



17 

L'une dans le pass§, I'autre dans le present ... La nation, comme 
I'individn, est I'aboutissant d'un long passe d'efforts, de sacrifices et de 
dSvouements. Le cnlte des ancetres est de tous le plus legitime; les 
ancgtres nous ont faits ce que nous sommes. Un passe heroique, des 
grands homines, de la gloire (.i'entends la veritable), voila le capital 
social sur lequel on assled une idee nationale. Avoir des gloires 
communes dans le passe, une volonte commune dans le present; avoir 
fait de grandes choses ensemble, vouloir en faire encore, voiia less condi- 
tions essentielles pour etre un peuple. — (Joseph Ernest Renan, Qu'est- 
ce qu'une Nation?) 

4. Parse accurately each que in: Que'st-ce que c'est que cela? 

Give the rule for the agreement of past participles (including the 
past participle fait) conjugated with avoir and followed immediately 
by an infinitive, and illustrate by examples. Does this same rule of 
agreement apply when a preposition comes between the past participle 
and the infinitive? Illustrate by examples. 

5. Write five French sentences illustrating five different uses of the sub- 

junctive in French. 
G. State what past tenses are commonly employed in narrative style in 

French, and how they differ in use. 

Give illustrations of the use of the subjunctive (a) after verbs 
expressing permission or prohibition, (?>) in indirect discourse, (c) 
after expressions of emotion. 

7. Titinslate into French : 

Early in the year men in America knew only that France had gone 
the full length of revolution ; that the monarchy had been abolished, 
the king sent to his death, a republic set up, and a new experiment like 
our own, an experiment in human liberty, begun, with all Europe to 
fight in order to make it good. No one in Europ-e doubted that America 
would cast in her lot with France in this day of her hope and sally for 
freedom, if only to requite the inestimable service France had done 
her in her own time of aspiration and struggle. No one in America 
doubted it, either, who merely gave rein to sympathy and thought 
nothing of the consequences But Washington saw what the conse- 
quences would be; and his was the responsibilitJ^ — -(Woodrow Wilson, 
A History of the American People.) 

8. Write, in French, at least 75 words either on the French theater, or on 

the advantages to an American of knowing French and German. 

LATIN. 

1. Translate : 

Quibus rebus eopiitis rex tantum auctotitate eius motus est ut et 
'I'issaphernem hostem iudicarit et Lacedaemonios bcllo persequi iusserit 
et ei permisit quern vellet eligere ad dispensandam pecuniam. Id 
arbitrium Conon uegavit sui esse consili, sed ipsius, qui optime suos 
nosse deberet, sed se suadere Pharnahazo id negoti daret. 

2. Explain why the following forms are used in the above passage : daret, 

suadere, deheret, negoti, hello, Pharnahazo. 



18 

Translate : 

Saepeniimei'o, patres conscrii>ti, milta verba iu lioc ordlue feci, 
saepe de luxuria atqne avaritiu nostrornm civinm qnestns sum, mul- 
tos^iiie niortalis ea causa advorsos habeo ; iiui mibi at(iue auimo meo 
uullins umquam delicti gratiain fecisseui, baud facile altering lubidine 
male facta condouabam. Sed ea tametsi vos parvi i>eiKlebatis, res 
piiblica firma erat Nmic vero' nou id agitiir, bouisue an mails ni'iribus 
vivamus, neque quantum imperium populi Roraani sit, sed haec, cuius- 
cumque modi videiitur. nostra an nobiscuni una hostium futura siut. 
Tlie passage in :! is from a speecb in ((mnection with the Conspiracy of 
Catiline. Where was it delivered: From whose speecb is it taken 
— Caesar's, Cicero's or Cato's? In wbat author is it found? 
Mention four Latin autbors of tbe Republican and four of tbe Imperial 

period, and one work or book by eacb. 
Write Latin sentences illustrating the dative of agent, tbe genitive of 
price, tbe anticipatory subjunctive, tbe subjunctive of characteris- 
tic, the indirect question. 
Translate : 

At pedibus longe melior Lycus inter et bostes. Inter et arma fuga 
nuu'os tenet, altaque certat Preudei-e tecta manu sociumque attingere 
dextras. Quem Turnus, pariter cursu teloque secutus, Inci'epat his 
victor: "Nostrasne evadere, demons, Sperasti te posse "Sinuil arripit 
ipsum Pendentem, et magna muri cum parte revellit Quallis ubi aut 
leporem aut candenti coriX)re cygnum Sustulit alta petens pedibus 
lovis arniiger uncis, Quaesitunj aut matri multis balatibns agnum 
Martins a stahulis rapuit lupus. 

In tbe passage under 7 tell who Turnus is, and explain lovis annifier 
and Martins. Scan tbe first four lines of tbe passage. 

GERMAN. 

(Numbers 1. 2. 7 and 8 must be answered.) 
Aufsatz von mindestens 500 Wiirtern iiber eines der folgendeu Themata : 
(a) Das Ileilige Romiscb Reich Deutscher Nation, (b) Die Wied- 
eraufricbtung des deutsc-ben Kaisertums. (c) Schillers Leben. (d) 
Lessing. (e) Die romantische Schule. (f) Ein Roman von Suder- 
niann. (g) Ein Drama von Gerhart Hauptmann. (b) Ein Gedicht 
von Goethe, (i) Stiirmer und DrJinger des 18. Jabrbnuderts. 
Ins Euglische zu libertragen : 

"Der alte Gegensatz zwischen ilsthetischer und ethischer Kunst- 
betrachtuug, er hatte sicb durch das eingehende Studium bei den 
beiden jungen Leuten nur verschilrit . . . Deuker und Dichter, 
Maler und Kiinstler, Vertoner, Baumeister und Bildner iu liocbster 
Vollendung, im Ernste betrachtet, im Grimde genommen alle eius : 
Alle beseelt von dem eiuen Drauge, alle schlieszlich nur Dichter und 
nicbts als Dichter, dessen innerstes W^esen nur iu dem eiuen bestand: 
in den danials von Engen Frey so scharf betonten Grenzen der Menscb- 
heit das Einzelne an das Allgemeine, das Fliichtige an das Bleibende, 
das Irdische an das Ewige zu binden." (Edward Stilgebauers Gotz 
Krafft, III.) 



19 

3. Zu No. 2. u. Dekliiintinii dcs erstcii W<irtgefiis(>s in beiden Zahlformen. 

b. Deklinatioii dcs .uif /'/'// l'(i]i;eiidt'ii Wortgefiiges uiit dein 
bestiinmteii Artikcl in liridcn Zablfornien. c Kdiijngation des 
ersten schwaeben Verl)unis in PlnsquanipL'rfektnni und I'"nturnni 
exaktuin des passiven Konjunktivs. 

4. Ins Deutscbe zu iibertragen : 

"Very ready we are to say of a book, 'How good tbis is — tbat's 
exactly wbat I think !" But tbe rigbt feeling is, 'How strange that is ! 
I never tbougbt of tbat liefore, and jet I see it is true; or if I do not 
now, I bope I shall, some day.' Rut whether thus submissively or not, 
at least be sure that you go to the author to get at his meaning, not to 
find yours. Judge it aftei-wards. if .you think yourself qualified to do 
so, but ascertain it first." — (John Ruslvin, of Kings' Treasuries.) 

5. Man ergiinze in dem folgendeu Zitat die Silben oder Endungen welche 

durch Striebe angedeutet sind : 

"Mei- ganz- I^eben lang ball- ieb d- Bogen gehandbabt, mi- geiibt 
nach Scbutzeuregel ; ii'b babe oftsoboss- in d- Sobwarze, und mancb- 
schon- Preis niir heim- brach- vmn Freudensehiessen." 
b. Man setze das ver^ollstandigte Zitat ins Prasens. 
G. Man setze das folgende Zitat in das Perfektum : 

"Den Vater lasst der La^idenberger fordern : 

Zur Stelle schaffen soli er ihm den Sohn, 

Und da der alte Mann niit Wahrbeit schwru-t, 

Er babe von dem Flviehtling keine Kunde. 

Da lasst der "N'ogt die Folterknechte konunen — ." 

7. a. Nach welcher Metbode geben Sie deutschen T7nterric-ht? 

b. Welche anderen Metboden gibt es? 

c. Erklaren Sie in kurzen Worten die einzelncn JIetb<Klen. 

8. Wenn elne High School einen viei'.iabrigen deutschen Kursus hat. welche 

Textbiiclier wiirden Sie fiir die einzelnen Jabrgiinge empfehlen? 

For tbe State Board of Education : 

Charles A. Greathouse, 
State Siiiicriiitendcnt Public Instruction, President. 
W. W. Parsons, 

President Indiana State Normal School, Secretary. 

\otcs to the Examiner. 

1. In October, 1885 (p. 52, record), the State Board of Education made 
the following order: "Ordered, That the Reading Circle examinations in 
the Science of Teaching be accepted by County Superintendents in plac-e of 
the county examination on tbat subject, and that the average of their four 
successive yearly examinations in the Science of Teaching be accepted by 
tbe State Board in the examination for State Certificates." 

2. The State Board of Education reserves the rigbt to call before it 
any applicant for oral examination, in addition to the written examination 
based upon tbe questions submitted for lafe State and Professional Li- 
censes (p. 420, record). 

3. Please send manuscvijits on MoJiday following the examination. 



2U 

B. TAfe. (1) For Holders of Professional Licenses. Valid 
for life in any public school of the State. The examination is held 
annually in April and is open to any one who holds a professional 
license. The subjects are : Geometry, Rhetoric, General History, 
English Literature, Physical Geography and two of these three: 
Chemistry, Geology and Zoology. 

The Professional License regulations as to grades and conditions 
apply without change to this general life license. 

The fee for this examination is five dollars. 

QUESTIONS ISSUED FOR LIFE STATE (DIVISION II) IN 

APRIL, 1913. 

Division II op State Life. 

Note. — The following resolution was adopted by the State I'nard of 
Education, October 31, 1887 : 

Resolved, That the Exaniination fcir Professional License include the 
following branches: Algebra, Civil (Jovernnient, American Iviterature, 
Science of Education, and tico of the following six subjects — Elements of 
Physics, Elements of Botany or Lati)i (Latin Grammar, two books of 
Csfisar, and two of Vergil), German, French, Spanish; and 

Further Res(jlrc(J, That the Examination for State License shall in- 
clude, in addition to those of Professional License, Geometry, Rhetoric, 
General History, English Literature, Physical Geography, and tico of the 
following tJirec siibjects — Chemistry, Geology, Zoologj'. 

SPECL\L NOTICE I'O APPLICANTS. 

In view of the fact that the manuscripts of applicants for both Life 
State and Professiorjal Licenses are sent to the several members of the 
State Board of Education for gradation, it is essential that applicants for 
such licenses observe the following rules : 

1. Write on one side of the paper only, using legal cap. 

2. See that the answers to the questions in each branch are entirely 
separate from those of any other branch and securely fastened together. 

3. Write full name and postofflce address upon each set of answers. 

4. Furnish the member of the State Board of Education conducting 
the examination copies of recovunendations, as they are to be fik-d f<u" 
future reference and can not be returned. 

5. The expense of sending manuscripts should be defrayed by the 
applicant. 

6. A fee of five dollars must be paid by all applicants for this license. 

In Each List Ansicer Any Six, But No More. 
ENGLISH LITERATURE. 

1. Discuss tlie iwsition of men of letters in the times of Addison and 

Johnson respectively. 

2. Set forth briefly but comprehensively wTiat you regard the best method 

of teaching composition in the high-school. 



21 

3. What emphasis would you phice on the study of English granunar in 

the high-school? 

4. Discuss the chief merits of Macaulay's style. 

5. Who were the eighteenth eentuiy realists? Characterize in brief their 

writings. 

6. Compare and contrast the writings of Dickens and Thackeray. 

7. Discuss the Norman-French influence on the growth of English liter- 

ature. 

8. How would you cori'elate Composition, the History of Literature, and 

the study of "Literature itself in tlie high-school? Illustrate by 
drawing up a course of study for the four-years' high-school work. 

RHETORIC. 

1. Give six appropriate theme subjects for pupils of the first year high- 

school. What instruction would you give in connection with the 
assignment of these subjects? 

2. To what extent should form be emphasized in the writing of pupils of 

the upper grammar grades? 

3. What is the unifying element in a purely narrative paragraph? In one 

which is descriptive? In the expository paragraph? 

4. What is tlie principal use of the study of Rhetoric to the ordinary. 

pupil? 

5. In what practical ways may a poor speller be helped to become a better 

one? 

6. Define and illustrate by examples : halanced sentence, periodic sen- 

tence, reatrictive relative clause, gerund phrase. 

7. Write a short paragraph, naming the topic sentence and the way in 

which tlTe other sentences aid in the development of the thought. 

8. What are localisms, colloquialisms, barharisms, improprieties? 

CHEMISTRY. 

1. State and illustrate several ways by which the speed of a chemical 

reaction may be altered. 

2. How are equivalent weights of metals, acids, bases and salts deter- 

mined? 

3. Discuss the ionic theory of solution. 

4. Discuss valence and an experimental method of determining it for posi- 

tive and negative ions. 

5. Discuss equilibrium in reactions of acids, bases and salts indicating 

the conditions which necessitate or prevent it. 

6. How are the following prepared : copper, lead nitrate, potassium 

chlorate, acetylene, water gas? 

7. What physical and chemical properties have the following: water, 

hydrogen peroxide, chlorine, sulphur, carbon? 

8. What weight and volume (standard conditions) of sulphur dioxide can 

he prepared by the action of copper on 500 grams of sulphuric 
acid? (cu.=63; s.=52.) 



22 

ZOOLOGY. 

1. Clas.sify Protozoa. G'we the cliaracteristics of oach class. 

2. Explain the development of pearls in shells. Account for the irides- 

cence of the pearls. 

3. Discuss beetles from the following points of consideration: (a) Stages 

in the development, (b) Principal classes, (c) Food, (d) Economic 
importance. 

4. Give a complete statement of the characteristics of Mammals. 

5. Discuss birds from the following points of consideration : (a) General 

characteristic's, (b) Relation of Birds and Reptiles, (c) Fossil 

Bii'ds, (d) Value of birds. 
G. Classify insects. Give the general characteristics. 
7. Describe the Crayfish. Discuss its origin, value or injury to man, imd 

its distribution. 
S. Descril)e the digestive system of a cow. 

Afternoon Questions. 

PHYSICAL GEOGRAPHY. 

1. State the composition, form and extent of the rock sphere, water 

sphere, and atmo*iphere. 

2. Define and account for three different types of plains. Which is most 

favorable for human occupation? 

3. State the conditions under wliicli a stream degrades or aggrades its 

valley. 

4. Describe the origin jind composition ot fertile soil. Wliy is it fertile? 

5. Explain the contrast in relief and agricultural value between northern 

Indiana and southern Indiana. 
(!. Account for frequent changes of ^^■eather in Indiana. 
7. 'i"o utilize and dispose of rainfall, run off and ground water, in what 

way has mosif mouy been spent in Indiana? In Arizona? Why. 
S. What are the economic uses of : (a) tlie heavy timber land of Indiana, 

(b) the prairie of Iowa, and (c) the stepi>e of Dakota? 

GEOMETRY. 

1. The sum of two lines drawn from a point to the extremities of a 

straight line is greater than the sum of two other lines similarly 
drawn, but included by them. Prove. 

2. What is the locus of points equidistant from two given ix»ints? Prove 

your statement 

3. If an equilateral triangle with side ■/ is inscribed in a circle, find radius 

of the circle in terms of a. 

4. Upon a given straight line, to describe a segment of a circle which 

shall contain a given angle. Prove. 

5. The sides of a right triangle are as 3:4:5. The altitude upon the hypo- 

tenuse is 12 ft. Find ai'ea. 

6. The volume of a trian.gular pyramid is equal to one-third the product 

of its base and altitude. Prove. 



23 

7. The height of a right circular cone is equal to the diaiueter of its 
base: find the ratio of the area of the base to the lateral surface. 
S. Every section of a sphere made by a plane is a circle. I'rove. 

GEOLOGY. 

1. Discuss the great contributions to Geology of William Smith and Sir 

Charles Lyell. 

2. What is meant by "Isostasy"? 

3. What is the "accretion" theory of the earth's origin? In what respects 

is it better than the nebular theoiy? 

4. Discuss briefly the geological antiquity of man in Europe and the 

United States. 

5. Why is an excessive development of spines or other external structures 

of an organism often soon followed by Its extinction? 
C). In what geological horizons of Indiana are the following products 
found: (a) Petroleum, (b) Coal, (c) Bedford limestone, .(d) 
Marl? 

7. What is Metamorphism? Name tlie usual product of metamorphism of 

shale, limestone and sandstone. 

8. Wliat is meant by unconformity? Discuss its importance in Historical 

Geology. (Use diagram.) 

GENERAL HISTORY. 

1. Why is Egypt sometimes calleil "The (Jift of tlie Nile"? 

2. Who was Confucius? Sketch his influence. 

3. What was the importance of the Greco-Persian Wars to I'uturo civil- 

ization? 

4. What is meant by the Barbarian Migration? 

5. What were the Crusades? Time as a whole? 

6. State the most inaportant facts about the Haiiseatic League. 

7. State the chief causes of the French Revolution. 

8. What do we mean by General History? 

For the State Board of Education : 

Charles A. Gbeathouse, 
State Superintendent Public Instruction, President. 
W. W. Parsons, 

President Indiana State 'Soinial School, Secretary. 

Notes to the Examiner. 

1. In October, 1885 (p. 52, record), tlie State Board of Education 
made tlie following order: "Ordered, 1'hat the Reading Circle examina- 
tions in the Science of Teaching be accepted by County Superintendents in 
place of the county examination on that sub.iec-t. and that the average of 
their four successire yearly examinations in the Science of Teaching be 
accepted by the State Board in the examination for State Certificates." 

2. The State Board of Education reserves tlie right to call before it 
any applicant for oral examination, in addition to the written examination 
based upon the questions submitted for Life State and Professional Li- 
censes (p. 429, record). 

3. Please send manuscripts on Monday following the examination. 

4—400 



24 

(2) For Graduates of Standard Colleges. Valid for life in 
any public school of the State. The examination is held annually 
in April. It is open to graduates of standard colleges who have 
h.eld one or more sixty months licenses or a Professional License, 
and who have had thirty months successful experience with at least 
ten months of it in Indiana. The subjects are any three of the 
following: General History of Education, the School System and 
the School Law of Indiana, Educational Psychology, Experimental 
Psychology and Child Study, Leading School Systems of Europe 
and America, Science of Education, and Principles and Methods of 
Instruction. 

The grades required are the same as those for a Professional 
License. No conditions are allowed. 

The fee for this examination is five dollars. 

QUESTFO.XS ISSUED FOR LIFE STATE (COLLEGE GRADU- 
ATES) IN APRIL, 1913. 

SPECIAL NOTICE '1 O APPLICANTS. 

Tlie followin;; rules govern llie exaniinntinn of teacliers for Life Staff 
Licenses : 

L F()i{ Gk.m>uates of Standard Colleges Only. The State Board of 
Education revised its rules governing applicants for Life State Licenses by 
the addition of the following resolutions: 

Jxcsolvrd, That th(> rules of the State Hoard of Education relating to 
examinations for and llie gi-antiiig of Life State Licenses shall be and are 
hereby anHMided by the addition of the following: All graduates of higher 
institutions of learning in hidiana. or oflKM- institutions of equal rank in 
other States approved by this Board, which ro<]uire graduation from Com- 
missioned High Schools, or the equivalent of the same, as a condition of 
entrance, which maintain standard courses of study of at least four years, 
and whose work, as to sco])e and quality, is apjiroved by the State Board 
of Education, shall on complying with the conditions enumerated below, be 
entitled to Life State Licenses to teai-li in Indiana : i'roiidcd, hou-ever, 
'Tliat graduation by the applicant shall have been accomi)lished by not less 
than three years' resident study and by thorough, extended examinations 
in air subjects i)ursued privately and for which credit has been given by 
the institution: And, provided further, Tliat the requirements as to three 
years' resident study shall ajiply only to applicants graduating after this 
date, January IS. 1900. 

First. Such applicants must have held one or more sixty months" or 
professional licenses. 

Second. Tliey must present to the State Board of Education satisfac- 
tory written testimonials from competent superintendents, spei-ial super- 
visors, teachers, or other school officials to the effect that they have taught 
and managed a school oi" schools successfully for a i>eriod of not less than 
thirty months, at least ten of which shall have been in Indiana. 



25 

Third. They must pass thorough, satisfactory examinations in any 
three of the following subjects: (1) General History of Education; (2) 
The School System and tlie School Law of Indiana; (3) Educational 
Psychology; (4) Experimental Psychology and Child Study; (5) Leading 
School Systems of p]urope and America; (G) Science of Education, and (7) 
The Principles and Methods of Instruction. 

Fourth. Before entering upon the examination, such applicants shall 
present to the State Board of Education satisfactory evidence of good moral 
character, and shall pay five dollars each (the fee prescribed by law), 
which can in no case be refunded. 

Fifth. A license will be granted to those who make a general average 
of 85 per cent, not falling below 75 per cent, in any subject. 

In view of the fact that the manuscripts of applicants for both Life 
State and Professional Licenses are sent to the several members of the 
State Board of Education for gradation, it is essential that applicants for 
such licenses observe the following rules : 

1. Write ou one side of the paper only, using legal cap. 

2. See that the answers to the questions in each branch are entirely 
separate from those of any other branch, and securely fastened together. 

3. AVrite full name and postoffice address upon each set of answers. 

4. Furnish the member of the State Board of Education conducting 
the examination copies of recommend'itions, as they are tO' be filed foi- 
future reference, and can not be returned. 

5. 'J he expense of sending manuscripts should be furnished by the 
applicant, 

G. A fee of five dollars must be paid by all applicants for this license. 

In Each List An.'siccr A}iii Six, But No More. 
HISTORY OF EDUCATION. 

1. What are some of the sociological factors entering into the education 

of primitive peoples? 

2. Discuss the old Chinese education as a tyi^e of oriental education: (a) 

Curriculum, (b) Method, (c) Teachers, (d) Results. 

3. Compare Plato and Aristotle as educational theorists. 

4. Trace the history of the "seven liberal arts" as an educational move- 

ment. 

5. Discuss four types of medi;eval education: (a) Monasticism, (b) 

Scholasticism, (c) Chivalry, (d) Mysticism. 

G. Discuss the various causes that gave rise to the universities in the 
latter part of the middle ages. 

7. Give a history of the secondary educs'.tiou movement in Aiuerica. 

S. Who were the following: Isocrates, Marcus Aurelius, Rabelais, Alcuin, 
Johann Sturm. Erasmus, Melaiichthon, Comenius, Pestalnzzi, Hor- 
ace Mann, Henry Barnard? 

SCHOOL SYSTEM .\ND SCHOOL LAW OF INDIANA. 

1. What effect did the niininiuui wage law have upon the profession of 

teaching in Indiana? 

2. State the arguments for and against uniform text books with the state 

as a unit. 



26 

3. How, iu your opinion, could the office of county suiverintendent be 

made of larger service to education? 

4. What has been the effect of centralization upon education in your 

community? 

5. What are the defects in our present system of enumeration? 

6. State the recent modifications made in the requirements for graduation 

in commissioned high scho<ils of the state, and show what effect 
they will have upon the status of the high school in its relation to 
the c*ollege or university. 

7. How does the provision unulc for iiuluslrial training in our public 

schools compare with that made in the schools of Massachusetts 
and Bavaria? 
S. Show how a larger i>er cent, of the boys and girls can be induce<l to 
enter the high schools and complete the course. 

EDUCATIONAL PSYCHOLOGY. 

.1. AVIiat use may a teacher make of the knowledge of the visual defects 

of individual pupils? 
2. Is it advisable to apix\il to only one type of imagery in teaching? 

Explain. 

0. Should written work and exauiiiiation pai>ers be returned to the pupils 

\nth the degree of succ(^ss inarki^l upon them? Defend your 
answer. 

4. What significance do "])]ateaus"' have in the learning process? 

5. Give illustrations from school work of securing attention through law 

of intensity, through the law of contact, through the law of 

clearness. 
(J. Should a child's training in .-uljustment to his enviromutnt be equal 

for all parts of this environment? What rule can you give that 

will cover this matter? 
7. To what extent should teachers bo prepared to examine and test the 

pupils as to their physical health and sensoiy capacity? 
S. Give evidence to show that instincts and instinctive interests in the 

human child are transitory, and show the importance of this fact 

to education. 

EXPEKI.MKXI AL PSYCHOLOGY AND CHILD STIDY. 

1. Give and discuss the Laws of Association of Ideas which ar<' fmula- 

montal to good teaching. 

2. Name and discuss several psychological mist;ikes which are apt to be 

made in consequence of a lack of knowledge of sense-perception 
and of its laws of growth. 
.*>. What difference in method of teaching should be used in teaching some- 
what mature minds? Why? 

4. What is the purpose of punishment? What different kinds of penalties 

}>laced at the disposal of teachers are wise? Why? 

5. Account for irritability of temi>er in children. For fidgety and peevish 

children. 



27 

6. Discuss the importance of play as an educational factor. What should 

be the range of a child's play? 

7. What essential conditions are required for the development of a creative 

imagination'.' 

8. What does the expression, "A teacher should interest her pupils," meanV 

LEADING SCHOOL SYSTEMS OF ETIEOPE AND AMERICA. 

1. Make a brief statement of the Educational System of France. 

2. Give a general outline of the German School System. 

3. What is a "Continuation School?" How is it articulated with the rest 

of the system? 

4. Could the continuation-school idea be adapted to education in the United 

States? If so, how? 

5. Compare and contrast the Elementary Schools of England and the 

United States. 

6. "What does it mean to "Vocationalize" the curriculum? How can the 

"Vocational School" be articulated with the other elements of th<' 
Public School System? 

7. Outline the requirements for Classes A, B and C teachers in Indiana. 

8. What effects are these professional requirements having on Education 

in our State? 

SCIENCE OP EDUCATION. 

1. Discuss briefly the relation between "Educational Theoiy" and "Educa- 

tional Practice." 

2. To what extent and under what circumstances is vocational training 

cultural ? 

3. Of what pedagogical importance is habit? What is its basis? Illustrate. 

4. Tell in plain and simple language the meaning of these terms: "Ilerb- 

artian," "Socratic," "ideation," "ethical training," and "api>ercep- 
tion." 

5. Name and discuss three things not now generally a part of our public 

school system which would increase the efficiency of our public 
school system. 

6. To what extent may individual differences be taken into account in a 

typical American school of forty children in the eighth grade? 

7. To what extent, if at all, should a child between ten and twelve years 

of age be allowed to follow a decided liking for a certain subject 
of study? As for example: Electi'icity, or art, or music. Discuss 
fully. 

8. Outline and defend a plan for moral instruction in grades five to eight 

inclusive or in the high school. 

^ THE PRINCIPLES AND METHODS OF INS IRUCTION. 

1. What relation exists between the art of teaching and the science of 

psychology? Between education and sociology? 

2. What advantages may the teacher derive from a knowledge of the 

localization of motor, sensory, and association areas in the cere- 
brum? 



28 

3. Make an argument showing the importance of motor functions in edu- 

cation. 

4. Select some desirable habit as an example and show how- the principles 

that underlie habit-formation may be applied in education. 

5. Distinguish between work and play. To what extent are both valid in 

the educative process? 
H. Illustrate an inductive development lesson by selecting an exam]ile of 
your own. 

7. Formulate some principles that are valuable in teaching children how 

to study. 

8. What factors enter into the training of memory? Illusti'ate by ex 

ample. 

For the State Board of Education : 

Charles A. Greathouse, 
State Superintendent Public Instruction, President. 
W. AV. Parsons, 

President Indiana State Normal School, Secretary. 

Notes to the Eaaminer. 

1. The State Board of Education resei'ves the right to call before it 
any applicant for oral examination, in addition to the written examination 
based upon the questions submitted for Life State and Professional Licenses 
(p. 429, record). 

2. Please send manuscripts on Mondaj" following the examination. 

(3) Places for Professional and Life Examinations. 
State Board examinations are held annually on the last Satur- 
days of February and April at the following places: 

1. In the Department of Public Instruction, State House. 

2. In the office of the City Superintendent of Schools, Ft. 
Waj^ne. 

3. In the office of the City Superintendent of Schools, Evans- 
ville. 

4. In the office of the City Superintendent of Schools, Val- 
paraiso. 

5. In the office of the County Superintendent of Schools, Rich- 
mond. 

6. In the office of the President of the State Normal School, 
Terre Haute. 

7. In the office of the President of Purdue University, La- 
fayette. 

8. In the office of the City Superintendent of Schools, Sey- 
mour. 

J). In the office of the President of Indiana University, Bloom- 
iugton. 



29 

It is recommended by the State Board of Education that the 
daily wage of teachers who contract on professional licenses or Life 
State licenses shall not be less than an amount determined by multi- 
plying four cents by 95, provided that 2 shall be added to the 95 for 
attending the county institute the full number of days. 

(4) Rules for Professional and Life Examinations. 

1. Write upon one side of the paper only, using legal cap. 

2. See that the answers to the questions in each branch are 
entirely separate from those of any other branch, and securely 
fastened together. 

3. Write full name and postoffice address upon each set of 
answ"ers, and upon every sheet disconnected from the first one. 

4. Answer the General Questions upon a separate sheet. 

5. . Furnish the examiner with a certified statement of experi- 
ence and with three testimonials as to success. 

6. Furnish the necessary postage to forward your manuscript 
to Indianapolis. 

C. Special lAcense. Valid for three years to teach the com- 
mon branches in rural and small town schools. By a law enacted 
in 1907 the State Board of Education was empowered to provide a 
special two years course for teachers. This course is given by such 
accredited schools as make proper provision for it. Graduates of 
this course are permitted to teach without examination in the rural 
and small town schools of the State for a period of three years from 
the date of the completion of the course. Teachers of this class 
who desire to teach in city schools must pass the regular exam- 
ination. 

All two-year special course teachers without experience are in 
Class A. Those with one or more years' experience are in Class B. 
The salary grade in Class A is 85%, and in Class B 90%,. Any 
teacher has the privilege of raising these grades l)y examination. 

2. Licenses Issued, by the State Superintendent. 

A. Common ScJiool. (1) Twelve Months. — Valid to teach 
the common branches in any public school of the State for a period 
of twelve months. All teachers who were in the profession prior to 
August, 1908, are eligible for this examination. Graduates of com- 
missioned or certified high schools or the equivalent, who have had 
at least twelve weeks' normal training in an accredited school or 
one or more years in a standard college are eligible to be licensed 
on passing this examination. 



30 

The subjects are: Arithmetic, Grammar, United States His- 
toiy, Physiology and Scientific Temperance, Geography, Reading, 
Writing, Spelling, Literature, Science of Education, Drawing and 
Music. 

After September 1, 1915, all teachers of prevocational subjects 
in the elementary schools, must hold licenses covering such subjects. 

The grades in writing and spelling are determined from the 
manuscript. An option is given to answer questions upon the read- 
ing circle books of the current year instead of the analogous sub- 
jects in the required list. For the year 1914 the following options 
are allowed : Science of Education or Everyday Problems in Teach- 
ing (O'Shea) ; United States History or Sociology and Modern 
Social Problems (Ellwood). 

Drawing and music are not required by law for State common 
school license and such licenses are never withheld from applicants 
on account of failure in music and drawing only. In counties 
where the County Board of Education requires music and drawing 
taught in the elementary schools it is advisable that teachers apply- 
ing for State common school licenses take the music and drawing 
also, since school trustees have the authority to refuse to contract 
with teachers not holding licenses in music and drawing, when the 
teaching of such subjects is required. 

All manuscripts in Drawing must be upon drawing paper and 
prepared \vith proper drawing material. Grammar and Literature 
are graded from to 90 on the correctness of the answers and from 
to 10 on the quality of English used. 

A license is not issued unless the general average is 85%, with 
no grade below 75%. A teacher holding this license is in Class A. 

Note. — Certificate of tniiniug must be on file in the Departnienf of 
Public Instruction hefore a license can be issmed. 

(2) Twenty-four months. — Valid to teach the common 
branches in any public school of the State for a period of twenty- 
four months. All teachers who had one or more years' experience 
prior to August, 1908, and all Class A teachers of one year's experi- 
ence and twenty-four weeks' normal training in an accredited 
school or one year or more in a standard college and 12 weeks' 
training in a school accredited for the training of teachers, are 
eligible to be licensed on passing this examination. The subjects 
and conditions are the same as in (1) above. 

A license is not issued unless the general average is 90% with 



31 

no grade below 80%. The general average is one-half of the sum 
of the average scholarship and the success grades. 

A teacher holding this license is in Class B. 

Note. — Applicants who have not completed the re^^iuired training for 
this class will receive snch license as their training entitles them to, unless 
they request at the time they are examined that their manuscripts he held 
until they complete their training, and certificates are on file m the Depart- 
ment of Public Instruction. 

(3) Thirty-six Months. — Valid to teach the common branches 
in any public school of the State for a period of thirty-six months. 
All teachers who had one or more years' experience prior to Aug- 
ust, 1908, and all Class A and B teachers of three years' experience 
and three years' normal training in an accredited school are eligible 
for this examination. The subjects, conditions and method of deter- 
mining general average are the same as in (2) above. 

A license is not issued unless the general average is 95% with no 
grade below 85%. A teacher holding this license is in Class C, or 
if such teacher has had five years successful experience, two of 
which have been taught as a Class C teacher, he is in Glass D. 

Note. — 1. Same as note under TWenty-four Months. 

2. Applicants should he careful to state the number of years they have 
lant/ht and the years during which this teaching toas done. By so doing 
they will relieve the department of any difficulty in determing their clas- 
sification. 

B. Primary. (1) Twelve Months.— Valid to teach the com- 
mon school branches in grades one, two, three and four of the pub- 
lic schools of the State for a period of twelve months. Eligibility, 
conditions, subjects, required grades, and class are the same as for 
twelve months common school. 

In all subjects applicants for Primary license will answer any 
three of the eight common school questions in the subject and in 
addition the three questions relating to the primary phase of the 
subject. 

(2) Twenty-four Months. — Valid to teach the common school 
subjects in grades one, two, three and four of the public schools of 
the State for a period of twenty-four months. The subjects are the 
same as in (1) Primary. All other requirements are the same as 
for a twenty- four months common school. 

(3) Thirty-six Months. — Valid to teact the common school 
branches in grades one, two, three and four of the public schools of 
the State for a period of thirty-six months. The subjects are the 
same as in (1) Primary. All other requirements are the same as 
for a thirty-six months common school. 

5—400 



32 

QUESTIONS ISSUED FOR PRIMARY AND COMMON 
SCHOOL EXAMINATIONS IN JANUARY, 1914. 

Note 1 — Applicants are requested not to designate tlae grade of license 
applied for. They will receive whatever their grade and eligibility merit. 

Note 2 — All applicants not "in the sei'vice" prior to 190S, must have 
certificates of their professional training on file in the State Department 
of Public Instmction before their licenses can be issued by the State. 

Note 3 — Applicants for Primary licenses will answer any three of the 
eight cojnmon school questions and the three primary questions for each 
subject on which tliey write. 

KTTLES FOR EXAM1N.\TI0N. 

1. These questions shall bo used on the last Saturday of the month only. 

2. During the examination, all books, maps, globes, or other aids, shall 

be removed from sight. 

3. The writing of applicants should be done in every case with pen and 

inlv, to prevent erasures and changes. 

4. All conversation or communication should be absolutely forbidden 

during the examination. 

5. At no time during the examination should any questions be shown, 

except such as have been or are then being used. 

6. The printed lists should be divided, so that no opportunity or tempta- 

tion may be given to applicants to refer to authorities at recess. 

7. Applicants should not be permitted to ask questions. If they have 

any doubts as (o the meaning of a question, let these be offered in 
v^'riting, so that the Superintendent may consider them when he 
examines the answers to the questions. 

8. If a cori*ection is ueeessaiy, erasures should not be made, but a single 

mark should be draAAii over the error, that the Superintendent may 
see the error as well as the correction. In arithmetic, the entire 
work should appear on the manuscript. 

9. Each subject shall be graded on a scale of a hundred, except those 

noted, each question being valued at an equal part of one hundred, 
except when marked othen^ase. 
10. These rules should be given the applicants before entering upon the 
examination. 

WRITING AND SPELLING. 

The penmanship shown in the manuscripts of the entire examination 
will be graded on a scale of 100, with reference to Icr/ibiliti/ (50), regular- 
ity of form (30), and neatness (20). The handwriting of each applicant 
will be considered in itself, rather than with reference to the standard 
models. 

The orthography of the entire examination will be graded on a scale 
of 100, and 1 will be dedncted for each word incorrectly written. 



33 

GENERAL QUESTIONS. 

Do not write yoin- name on any manuscript intended for the State 
Department if you want it graded. 

1. Give your address. 

2. In what county is tliis examination talven? 

3. In what county do you reside? 

4. In what county did you teach last? 

5. When did you begin to teach? (Calendar year and mouth) 

How long have you taught? 

G. What grades of licenses have yon held? 

7. Have yoii sent any other manuscripts to this Department during the 

present year? , 

8. If so, give county, number and month. 

County Number Month 

County Number Month 

County Number Month 

0. Underline the kind of license for which you are applying: Common 

School ; High School ; Primary ; Sixty Mouths ; Kindergarten ; 
Supervisor's. 

10. Name the papers and periodicals, oducational and cultural, which you 

read. 

11. What books of the Teachers' Reading Circle have you read? 

12. From what high school are you a graduate? 

13. State the length of your Normal School or Professional Training in 

weeks. 

14. When and where was this received? 

15. What is the extent of your college training? 
10. When and where was this received? 

17. Have you given or received aid during this examination? 

The Board suggests that, since many questions admit of a variety of 
answers, credit be given for the intelligence shown in the answers, rather 
than for their conformity to the views of the Superintendent. 

Note 1. — Neither the State Board of Education nor any member of 
the Board prepares for publication in any periodical whatever answers to 
the questions asked by this State Board of Education. The State Board 
is not in any way responsible for such publication. 

Forenoon Questions, Common School and Primary. 

In Each List Ansioer Any Six, But No More. 
ARITHMETIC, COMMON SCHOOL AND PRIMARY. 

1. How would you teach the correct position of the decimal point in the 

quotient obtained by dividing 4.321 by 36.4? State the law derived. 

2. The pitch of a screw is IG threads to the inch. How many turns must 

be made to move the screw § of an inch? 

3. A sold two carriages at $150 each. On one he gained 20%, and on the 

other he lost 20%. Did he gain or lose on the entire transaction, 
and what %? 



34 

4. At what price must a dealer mark goods that cost him $458. so as to 

take off 10% and still make 10% protitV 

5. i he assessed valuation of ludiauu is $1,81)0,(100,000. The new law 

provides an annual lax of $.07 on the $100 for the support of 
Indiana University, I'urdue University and the Indiana State 
Normal School. What does each institution receive since the same 
law divides the reyenne in the respective ratios: 2, 2 and 1? 
G. The diagonal of one face of a cube is 162 inches. Find the volume 
and the surface. 

7. A man bought a piece of alloy for $72.25. The number of pounds pur- 

chased eiiualled the number of dollars per pound. How many 
pounds were there? 

8. Wliat will a draft for $;'>88 cost at 1-5% premium? 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

0. What is the value of using objects in primary arithmetic teaching? 

what the danger? 

10. llow would you teach multiplication when the multiplier is more than 

one figure? 

11. How w(m]d you teach long division? 

GEOGRAPHY, COMMON S(.'IIOOL AND I'RIMARY. 

1. What are the uses of forests? 

2. What are the uses of mountains? 

3. If you wei'e contemplating manufacturing shoes, where would you 

locate your factory? Why? 

4. In what ways will the use of the Panama Canal give the ITuited 

States an advantage in connnerce? 

5. Name the two cities in the United Slates where growth is most likely 

to be iuHuciKcd by tln" Panama Canal and give reasons why. 
0. What important ( lianges have been made in the political boimdariess 
in Canada? 

7. Tell what ynu can about the Repidilic of China. 

8. Why is the irrigation system C(uunion in Italy? 

PRIMARY ONLY. 

(Aus>\ver any iliree of the nbdve and these three.) 

0. What use can be made of the sand table in teaching Geography? 

10. How would you teach ''direction" to children? 

11. What is the course in geography for the third grade as outlined in 

the State Course of Study? 

(Select only one of the following two sulxiects. ) 
UNITED STATES HISTORY, COMMON SCHOOL AND PRIMARY. 

1. What does each of these names suggest to you: Hull, Webstei-, Clay, 

Douglas and Genet? 

2. What were the chief provisions of the "Omnibus Bill"? Which one 

had the greatest political effect? 



35 

3. Give an account of the settlement of Georgia. 

4. At what times in the history of the United States has the right of 

secession from the Union been claimed or threatened? 

5. Name tliree large ac<^inisitions of territory made by the United States. 

Tell how each was acquired. 

6. AVhat was the "National Road" What was its effect on the history 

of the United States? 

7. Explain the compromises in the Constitution of the United States. 

8. What are the three divisions of our national government? Briefly 

give duties of each. 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

9. What should be the nature of the history work below the fifth grade? 

10. What place does biography occupy in history work below the fifth 

grade? 

11. How would yuu introduce a character like George Washington to first 

grade pupils? 

SOCIOLOGY AND MODERN SOCIAL PROBLEMS, COMMON SCHOOL 

AND PRIMARY. 

1. What does the author mean by the term "society"? 

2. Name five sociologists. 

3. Discuss social evolution. 

4. Differentiate between maternal families and paternal families. 

5. Regarding the distribution of the number of divorces in the United 

States, what would you say in comparing the following: (a) 
country and city; (b) childless couples and those having children; 
(c) different religious denominations; (d) native and foreign 
born; (e) on demand of husband, and on demand of wife? 
G. Contrast the sources of our immigration a quarter of a century ago 
with the present sources. 

7. What is Booker 'J'. Washington's solution for the negro problem? 

8. Professor Devine names ten conditions essential to a normal social 

life. Give at least six of these conditions. 

(Select only one of the following two subjects.) 
SCIENCE OF EDUCATION, COMMON SCHOOL AND PRIMARY. 

1. What is the value of habit in life? 

2. What are society's contributions to the individual's growth? 

3. Explain the edncational value of the examination to the pupil. 

4. Suggest ways of making the re<:-itation less artificial. 

5. What is the psychological value of the drill lesson? 

6. Suggest ways of eliminating waste in the study period. 

7. Discuss the value of class visits to museums. 

8. Is curiosity an aid or a hindrance to education? Explain. 



36 

PRIMARY ONLY 

(Answer any three of the tibove and these three.) 

9. What is the psychological relation bet\veen work and play? 

10. In what school processes does the instinct of imitation play a part? 

11. Nauie three other instincts beside the one mentioned in (10), and 

explain their relation to school work. 

EVERY DAY I'ROBLEMS IN TEACHING, COMMON SCHOOL 
AND PRIMARY. 

1. Discuss the advantages of good order both for pupil and school. 

2. What is the author's attitude toward corporal punishment? 

3. Give the author's treatment of "The Verbal Study of Weights and 

Measures." 

4. Discuss tJie following : "The chief trouble with modern teaching is, 

that it seeks to get at formal results without regard to the sort 
of experience the pupil has in reaching the same." 

5. Why is Geography a good study for effective thinking? 

0. Should technique be of first importance in vocal and instrumental 
music? 

7. Why does a boy twelve years old have trouble in using the following 

words: Multiplicand, subjunctive, integer and nominative? 

8. How does humor aid in school-room success? 



Afi'ernoon Questions, Common School and Pbim.-vry. 

PHYSIOLOGY AND SCIENTIFIC TEMPERANCE, COMMON SCHOOL 

AND PRIMARY. 

1. Define food and name the kinds of food that are necessary to the body. 

2. Wliat are the essential properties of a muscle? How does a muscle 

differ from a tendon? 

3. E'xplain the effect of alcohol upon the lungs. 

4. What is the use of tears in the eye? 

5. Explain the different methods of disinfection. 

6. Distinguish between a beverage and a narcotic. 

7. Suggest a diet for an aged iierson and give reasons for the same. 

8. Describe the work of the State Board of Health. 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

9. Should the emphasis in the primary grades be placed upon the physi- 

ology or hygiene aspect of the subject? 

10. How would you teach primary children the importance of cleanliness 

of p-erson, dress and surroundings? 

11. How would you discover defects in vision among primary children? 



37 

LITERATURE, COMMON SCHOOL AND PRIMARY. 

(00% for correctness of answers; 10% for quality of English.) 

1. Name six of Walter Scott's best novels. With what period in history 

is each correlated? 

2. "Of man's first disobedience and the fruit of that forbidden tree whose 

mortal taste 
Brought death into the world and all our woe." 
From what is the above taken? Who wi-ote it? What is the Biblical 

allusion? 

3. Who wrote Comus? The Jungle Book? The Marble Faun? 

4. From what book is each of these characters taken: Falstaff; Lade 

Dedlock ; Sancho Panza? 

5. Write a short biography of Whittier. 

G. Name four American orators. With what great question was each 
concerned? 

7. Distinguish between metaphor and metonymy. Illustrate each. 

8. In teaching the correct use of English what place should be given to 

grammar? 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

9. Wliat place should the memorizing of choice selections have in the 

pi-imary grades? 

10. How would you interest primary children in good literature? 

11. What relation have the selections in the Readers to the cultivation of 

a taste for good literature? 

GRAMMAR, COMMON SCHOOL AND PRIMARY. 

(90% for correctness of answers; 10% for quality of English.) 

1. How do you determine wbat part of speech a word is? 

2. Analyze: "I now found myself among noble avenues of oaks and 

elms whose vast size bespoke the growth of centuries." 

3. (a) What is inflection in English grammar? (b) What parts of 

speech are inflected? 

4. Write the plural form of each of the following: Valley, zero, nine, 

plus, lily, wharf, potato, ox. Miss Smith, deer. 

5. Parse verbs in the following : "The work might have been finished if 

you had worked steadily." 
G. What is a clause? Name two kinds of clauses and illustrate. 

7. (a) \\Tiat is a conjunction? (b) According to use what are the 

classes of conjunctions? Illustrate. 

8. What errors in the use of the verb are most common? What is your 

plan of correcting these errors of speech? 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

9. If a pupil uses incorrect expressions in the oral reproduction of a 

story should the child be stopped at once and required to correct 
the error? Give reasons for your answer. 



38 

10. What iiH'tlidds d" yini u»o for correetins the errors in the si>eech of 

children in the iiriniary grades? 

11. What, teciinical L'ramniar, if any. shonid ho taught in tlie primary 

grades? 

I{EAI)ING. COMMON SCHOOL AND PRIMARY. 

1. What tests should bo made in selecting reading material for class use? 

2. Should oral reading, as a rule, precede, or follow the getting of the 

thought? Give reason. 

0. What place, if any. sliould be given to humorous selections in school 

reading? 
4. What is the value of inutation as a means in teaching oral expression? 
.")-(;. Select one of the folloAving poems and show, step by step, how you 
would loach it: "INIilos Standish," "Evangeline," "Mabel JNIartin," 
"The Barefoot Boy," "Out to Old Aunt Mary's," "The Pied Piper 
of Hamelin." 

7. What is the value, if any, in dramatization, as a means in teaching 

I'eadiiig? 

8. In general, what aim or aims should the teacher have in mind in 

making the first assignment for the study of a selection? 

PRIMARY ONLY. 

(Answer any three of the above aud these three.) 

9. In what respects is the process in learning to read like the process in 

learning to talk? In what respects is it different? 

10. Does llio teaching of spelling facilitate, or retard the child's progress 

in beginning rending? How? 

11. What is the ]>laco and importance of silenl reading in primary work? 

DRAWING, COMMON SCHOOL AND PRIMARY. 

1. Sketch tlio upper part of I lie farthest corner of the room in which 

you are writing. 

2. Illustrate in water colors, "In January falls the suow." 

3. Make a figure sketch in iM'ucil mass, showing action. 

4. Explain the difference between the point of sight and vanishing 

points; illustrate by two drawings of a cube. 

5. Draw a hemispherical glass bowl containing three apples; pencil 

outline. 
(] Draw some domes-tic animal in mass or outline. 

7. Illustrate, in pencil, .some jtart <hf the "Three Bears." 

8. Draw a rectangular toy, sled, wagon, or cars. 

PRIMARY ONLY. 

(Answer any three of the ;ibove and these three.) 

9. Would you use water colors in the first year primary? Reason for 

answer. 

10. How would you interest children in the primary grades in the subject 

of drawing? 

11. Can you correlate drawing in the primary grades with other subjects? 

If so, how? 



39 

MUSIC, COMMON SCHOOL AXO I'lilMAKY. . 

1. Define au opera. Oratorio. Autlieiii. 

2. Use the bass clef and write the Chromatic scales of B and A flat 

3. Define a triad. Write an example of each kind of triad from the 

root d. 

4. Define and illustrate a perfect pl.'i.nal cadence; a perfect authentic 

cadence. 

5. Trace the work in chromatics through the grades. 

G. Write the signatures for the following major keys, using the tenor 
clef: F sharp, C, E, B flat, C flat. D, D flat, G. 

7. Write the melodic form of D nun<)i-. 

8. Write the harmonic form of A flat minor. 

PRIMARY ONLY. 

(Answer any three of the above and these three.) 

9. Write four rhythm exercises that could be used in the second grade. 

10. What technical work in music, if any, should be given below the third 

grade? 

11. Should songs for beginners be of few or many types? Reasons for 

answer. 
For the State Board of Education : 

ClIART.KS A. (iKEATriOlSK. 

State SaperintendciU Piihlic InstrKclion, I'nsjihnt. 
W. W. Parsons, 

I'reskU'nt Indimia State Norinul SchuoJ, Secretary. 

C. High School. (1) Twelve Months. — Valid to teaeli the 
subjects designated in any public high school of the State for a 
period of twelve months. The eligibility and grade reqiurements 
are precisely the same as for a twelve months common school. 

The subjects are : Science of Education, Latin, German, French, 
Spanish, Literature and Composition, History and Civics, Physical 
Geography, Commercial Geography, Zoology, Botany, Physics, 
Chemistry, Physiology, Commercial Arithmetic, Algebra, Geomtry, 
Bookkeeping, Stenography, Music, and Drawing. 

After September 1, 1915, all high school teachers of prevoca- 
tional subjects must hold licenses covering such subjects. 

All applicants must make licenses in the Science of Education 
once during the year. They are expected to do so on the first 
examination taken. On subsequent examinations, the number of 
the manuscript containing Science of Education should be given. 
An applicant is entitled to a license if he makes the required grades 
and average on a majority of subjects attempted. Science of Edu- 
cation is counted in the average, but not in the majority above 
referred to, since it is required of all. In all Literature examina- 
tions the manuscript is graded from to 75 on correctness of 
answers and from to 25 on the quality of English used. 

6—400 



40 

(2) Twenty-four Months. — Valid to teach the subjects desig- 
nated in any public high school of the State for a period of twenty- 
four montlis. The eligibility and grade requirements are precisely 
the same as for a twenty-four months common school. The license 
may be issued upon any number of subjects provided the Science of 
Education requirement is met. 

(3) Thirty-six Months. — Valid to teach the subjects designated 
in any public high school of the State for a period of thirty-six 
months. The eligibility and grade requirements are precisely the 
same as for a thirty-six months common school. This license may 
be issued upon any number of subjects, provided the Science of 
Education requirement is met. 

(4) Sixty Months. — Valid to teach the common branches in 
any public school of the State, the licensed high school subjects in 
any certified or commissioned high school and any high school sub- 
ject in other high schools, for a period of sixty months. To be 
eligible for this examination the applicant must hold a thirty-six 
months common school license issued during the current examina- 
tion year. 

The subjects of this examination are arranged in six groups 
with requirements as indicated. 

I. Literature and Composition. (Required.) 
II. Algebra or Geometry. (One required.) 

III. Botany, Zoology, Chemistry, Physics, or Physical Geog- 

raphy. (One required.) 

IV. History and Civics, Latin, German, French or Spanish. 

(One required.) 
V. One subject not already taken, to be selected from II, III 
or IV. 
VI. Science of Education. (Required once during the year.) 

Six subjects selected in compliance with the above grouping are 
required. When taking the examination the applicant may, if he 
chooses, write upon additional subjects and have the grades entered 
upon his license. To secure this license the average upon the high 
school subjects must be 85% with no grade below 75%. The grades 
of the thirty-six months license required for eligibility will be 
entered upon the sixty months license. 

It is recommended by the State Board of Education that the 
daily wages of teachers who contract on sixty months licenses shall 
not be less than an amount determined by multiplying 4 cents by 
95, provided that 2 shall be added to the 95 for attending the 
county institute the full number of days. 



41 



QUESTIONS ISSUED FOR HIGH SCHOOL EXAMINATION 
IN JANUARY, 1914. 



HIGH SCHOOL EXAMINATION QUESTIONS 

For County and State High School and Second Division Sixty 
Months' Licenses. 

Note 1. — All applicants not "in the service" prior to 1908 must have 
certificates of their professional training on file at the State Department 
of Public Instruction before their licenses can be issued by the State. 

Note 2. — -The reipuremeuts for a sixty mouths' license are as follows : 
The first division, an average of 95 per ceut., not falling below 85 per 
cent, in the "Common Branches," the second division an average of 85 
p-er cent., not falling below 75 per cent, in any of the five branches, as 
follows : 

Group 1. Literature and composition (required of all applicants). 

Group 2. Algebra or G^?ometry (one required). 

Group 3. Botany, Zoology, Chemistry, Physics, or Physical Geography 
(one required ^ 

Group 4. History and Civics, Latin, German, French or Spanish (one 
required). 

Group 5, One subject from "2," "8," or "4" not already taken. Six 
subjects are required in this division. 

Group 6. Science of Education (required). 

Seven subjects have been added to the high school list — Commercial 
Arithmetic, Commercial Geography, Bookkeeping, Shorthand, Physiology, 
Music and Drawing. These subjects da not constitute a part of the second 
di\'lsiou sixty months' license. 

In order to secure a sixty months' license the MSS. of both divisions 
must be sent to this department, by number, for gradation. The fee of 
.$1.00 must be sent with the MSS. in each division. 

Note 3.- — The division into forenoon and afternoon subjects should bo 
rigidly observed. In no case should a forenoon subject be written on in 
the afternoon, nor an afternoon subject written in the forenoon. No 
forenoon lists should be given out later than 10:30 a. m., aud no applicant 
writing on a forenoon subject should be allowed to leave the examination 
room earlier than 11 a. m. 

IMPORTANT. 

Answer these questions first, except question number 17, which should 
be answered at the close of the examination. 



42 

(GENERAL QUESTIONS. 

Do not write your iiajue on any manuscript intended for the State 
Department if you want it graded. 

1. Give your address. 

2. In what county is tliis examination fallen? 

3. In what county do you reside? 

4. In what county did you teach last? 

5. When did you begin to teach? (Calendar year and month) 

How long have you taught? 

6. What grndes of license have you held? 

7. Have you sent any other manusci'ipts to this Department during the 

present year? 

8. If so, give countj', number and month. 

County Number Month 

County Numb<n' Month 

County Number Month 

9. Underline the kind of license for which you are applying. Common 
School; High School; Primary; Sixty Months; Kindergarten; Supervisor's. 

10. Name the papers and periodicals, educational and cultural, which 

you read. 

11. What books of the Teachers' Reading Circle have you read? 

12. From wliat high school are you a graduate? 

13. State the length of your Normal School or Professional Training in 

weeks. 

14. When and where was this received? 

15. What is the extent of your college training? 
IG. When and where was this received? 

17. Have you given or received aid during this examination? 

The Board suggests that, since many questions admit of a variety of 
answers, credit be given for the intelligence shown in the answers, rather 
than for their conformity to the views of the Superintendent. 

Note 1. — Neither the State Board of Education nor any member of 
the Board prepares for pubUcution in any periodical whatever answers to 
the questions asTced by this State Board of Education. The State Boa/rd 
is not in any way responsible for such publication. 

In Each Li'St Answer Any Six, But No More. 

SCIENCE OF EDUCATION. 

1. Define memory. 

2. What is the relation of subconsciousness to education? 

3. How may the will be trained? 

4. Discuss fiber growth in the brain. 

5. What ai-e some of the tendencies against good scholarship in our mod- 

ern high schools and colleges? 
fi. What is meant by the scientific method in education? 

7. What is meant by plateaus of learning? 

8. Discuss the theory of the evolution of mind. 



5. Find the following indicated product : 



43 

ALGEBRA. 

1. '! Iiree nnnihovs an' in arithnietiral inoijression, and the product of the 

extremes is 5 times the moan: alsn the sum of the two largest is 
S times the least. Find the numbers. 

2. Find the square roots of: 4n+112x=+70x'+64x'+8nx'+25x''. 

o o, ^u ^ a^ + b^-a-^-b-^ , (a-a-i) (b-b-M 

3. Show that -^r^ jr , - + ^ . , ,, , = 1. 

a^D^-a-^b-^ ab + a-'b-i 

4. Solve graphically the equation: x=-7x + G = 0. 

m^ + n^^ n-m [(m + n)--mn] 
m' — n^ n + m [(m-n)- + mn] 
G. Find the dimensions of a right triangle if its hypotenuse is 20 ft. and 
the base exceeds the altitude by 4 ft. 

c- !•<! "Jl + a- Jl-a 

7. Simplify — . 

Jl + a+ Jl-a 

8. Di vide a - a'^ + Ga^^ - 4a''^' + 1 by ti^, - 2a^ + 1 . 

GEOMETRY. 

1. Prove: The periiendiculars from the vertices of a triangle to the sides 

opposite meet in a point 

2. Prove: The circle described on the side of a rhombus as a diameter 

passes through the point of intersection of the diagonals. 

3. The sides of a triangle are G, 7 and S, respectively. In a similar tri- 

angle the side homologous to S is 40. Find the other two sides. 

4. Construct an isosceles triangle equivalent to a given triangle and upon 

the same base. Prove your construction. 

5. The diameter of a circle is 18 in. Find the area of the figure between 

this circle and the circumscribed equilateral triangle. 
G. Prove that the perpendicular is the sliortest line from a point to a 
plane. 

7. Prove that the sum of the aiigles of a spherical triangle is greater 

than 180° and less than 540°. 

8. Give fully but briefly your method of conducting a recitation with a 

class in Geometry. 

COMMERCIAL ARITHMETIC. 

1. A paper dealer buys ("> reams of flat paper, 17"x22", 28 lb. to the ream, 

at Si', a pound. He cuts the paper into sheets 83"xll", and sells it 
at $1 a ream. Find his rate per cent, of gain. 

2. What will be the cost of a hardwood floor in a room 30'x28', if the 

labor and incidentals cost $25.50, the lumber $30.50 per M., and GO 
sq. ft. are allowed for waste? 

3. A commission merchant charged Sh% commission and li% guaranty 

for buying a stock of provisions. If the commission, merchant 
received $22, what sum should the principal remit to cover cost 
of the provisions, commission, and guaranty? 



44 

4. June 1, ]007, a certain city borvowecl $250,000 witli which to build a 

new high school, and issued 4:i% 10-yr. coupoii bonds as security. 
If these bonds sold (through a broker), at lOlf, how much was 
received by the city? If A bought five $1,000 bonds, how much did 
they cost him? If interest is , payable semi-annually, what date 
(of maturity) should the last interest note of each bond bear? 
What will be the amount of each interest note? 

5. Write a bank draft using the following data : yonr address and cur- 

rent date ; drawer. Central National Bank ; drawee, Chemical Na- 
tional Bank, New York; amount, $711.94; payee, C. E. Denison; 
cashier, your name. How large a check will pay for the draft at 
1-10% premium? Write the draft. 

0. The capital stock of the National Shawmut Bank is $3,000,000, and 
dividends are declared semi-annually. The profits of the bank for 
a certain six months are $185,750. 10% of this sura is carried to 
a surplus fund. 1 he directors then vote to declare a dividend of 
',yi% and carry the balance of the profits to undivided profits 
account. What amount was carried to sui'plus fund account? 
To dividend account? To undivided profits account? 

7. If there is a duty of $1.25 per gallon, and 45%, on varnish, at what 
price nnist it be sold per gallon to gain 33i%, if the cost in Lon- 
don is $2.11 per gallon and there are no freight charges? 

s. 'i'iie tei-nis of the invoice are 2-10, n-30. When full credit is given for 
payment to any amount, how much must bo the remittance to 
entitle the remitter to $300 credit? 

BOTANY. 

Distinguish between algae and fungi. 

What is the purpose of the stomata on leaves? 

From what sources do plants obtain their food? 

Give a method f«n' the extraction of oil from se(^ds. 

Describe the anthei- of a fiower and tell the purpose of its content. 

INIake a list of the agents of seed and spore distribution. 

Name five different shapes of leaves. 

What is the cambium layer? Why is it important? 

ZOOLOGY. 

8tate clearly what is meant by: (a) lepidoptera, (b) blastostyle, (c) 

nematoc.vsts, (d) vas deferens, (e) maxilliped. 
(iive an outline of the life-history of the tapeworm. 
Classify the -various services that biids render to mankind. 
Make a diagrammatic cross-section of a mannnal, at the level of the 

heart, and label all the organs that should appear in the section. 
Describe reproduction in bees. 
Classify to phyla, class and order: aiK'; bullfrog; crow; snapjnng 

turtle; bea\'er; San .lose scale; eel; slug; trout; tadp-ole. 
Explain the meaning of the term, '\Mutation Theoiy." 
With what advances in zoology are the following names associated: 

DeVries, Linnaeus, Charles Darwin? 



45 

PHYSIOS. 

1. Distinjiuish between uniforiii velocity ;\ii(l velocity at auy instant. 

2. To enable it to rise from the gronnd an aeroplane lunst be given :i 

velocity of 45 miles per hour. If this is accomplished by rtrawiug 
it along the ground for 20 seconds what acceleration nmst be 
given to it? How far must it be drawn? 

3. Distinguish between forced vibrations and sympathetic vibrations. 

4. Give the essential steps in finding the specific gravity of a sample of 

lead ore. 

5. Explain the action of a hot air furnace. 

G. HoAV are the lenses arranged in a compound microscope? 

7. Wliat is magnetic inclination? Magnetic declination? 

8. Explain how the direction of an electric current in a conductor may be 

determined by means of a compass. 

CHEMISTRY. 

1. Define and illustrate catalysis, aliotropy, double decomiwsitiou, reduc- 

tion, synthesis. 

2. Give methods of making two im])ortant oxides of nitrogen and tabulate 

the properties of one of them. 

3. Calculate from Boyle's law the change in volume of 500 cc. of a gas 

when one-fourth of the pressure upon it is removed. 

4. What becomes of the oxygen breathed into the lungs and why does the 

living body remain warm? 

5. Starting with sulphur and any other substances needed, describe a 

method of making sodium sulphate. 

6. What different methods can be used in making salts? Illustrate. 

7. State and illustrate the law of chemical combination. 

8. Give a practical laboratoiy experiment in which the following sub- 

stances act as oxidizing agents ; nitric acid, sulphuric acid, chlo- 
rine, ozone. 

PHYSICAL GEOGRAPHY. 

1. Define phy.sical geography. Why should it be taught or not be taught 

in the high school? 

2. Outline the topographic effects of the work of the atmosphere. Of 

what economic importance is each? 

3. (a) Give the conditions necessary for the existence of a lake. 

(b) Give the various ways by which lakes are made. 

(c) How are lakes destroyed? 

4. State the five chief causes which produce the seasons. 

5. Discuss methods of fighting frost. 

G. Draw a diagi'am showing how the moon api>ears, from a position above 
its orbit in its four phases. 

7. Explain the relative effect of the sxm, and of the moon, upon the tides 

of the earth. 

8. Outline, in their proper relations, the chief elements of cliniato. Ex- 

plain the general distribution of one of the elements named. 



46 

HISTORY AND CIVICS. 

1. Name the three j;;eiieral divisions of the Caucasian branch of the human 

family, and two characteristic nations of each branch. 

2. Characterize the Teutonic people. 

8. How do you account for the decline of Spain? 

4. Name five effects of the Crusades upon Europe. 

5. Characterize the "Age of Aristotle." 
G. What is the Eastern Question? 

7. Name and give the dates of the principal events in the life of William 

the Conqueror. 

8. What do the following dates signify : 14r):^.. 44 B. C, 10(10, 1000, 1793, 

1814? 

PHYSIOLOGY. 

1. Describe the largest gland in the body and explain its function. 

2. Name the constitiients of the blood and state the function of each. 
;?. Explain the general scheme of the circulation. 

(. Explain the general effects of tobacco upou the heart. 

."). What is lymph? Explain the necessity of lymph to the body. 

0. Discuss the value of pure air in a school room 

7. Name the diffei'ent kinds of nutrients and state the purpose of each. 
S. Discuss hygienic housekeeping. 

Afternoon Questions. 

LITERATURE AND COMPOSITION. 

1. How did the Norman Conquest influence English Literature? 

2. What characterizes the Elizabethan Age in English Literature? 

3. Discuss the characteristics and influence of Milton. 

4. Who wrote Pride and Prejudice? The Two Voices? Hypatia? 

5. To whom do the following sobriquets refer: The Ayrshire Plowman. 

P>ard of Avon, Sage of Chelsea? 

0. Name the book and its author in which each of these characters is 

found : Madame Defarge, David Balfour, Casca. 

7. Account for the character of American Literature during the Colonial 

Period. 

8. What place should English grannnar have in the high school course? 

Reasons. 

LATIN. 

1. Why is Latin regarded a fundamental foreign language for the high 

school course? 

2. Translate : 

Postridie eius diei Caesar, ].'rinsquam se hostes ex teri'ore ac fuga 
reciperenr, in fines Suessionuni, qui proximi Remis erant, cxer- 
citiim duxit et magno itiuero ad oppidum Noviodiinum contendit. 
Id ex itinere oppugnare conatus, quod vacuum ab defensoribus esse 
audiebat, propter latitudinem fossae munquc altitudinem panels 
defendentibus expugnare non [lotuit. Castris miinitis vineas agei-e 
quaeque ad oppugnandum usui erant comparare coepit. 



47 

3. Give construction of tlie words in italics in above. 

4. How many declensions of nouns has the Latin? (Jive the distinguish- 

ing marks of oach. 

5. Translate: 

Ac iam ilia omitto (neque enini sunt ant obscura aut nou multa 
eonunissa postea) ; quotiens til me designatum, quotiens consulem 
interficere coniitus es! quot ego tuas i>etitlones ita eoniectas, ut 
vltari posse non viderentur, parva quadam declinatione et, ut aiunt, 
cori>ore effugl ! Nihil adsequeris neiiue tanem conari ac velle 
desistis. Quotiens tibi iam extorta est ista sica de manibus, 
quotiens excidit casxi aliquo et elapsa est! quae quidem quibus abs 
te iuitiata sacris ac devota sit, nescio, quod earn necesse 
putas esse in consulis corpore defigere. 
G. Construe subordinate clauses in question 5. 

7. Translate : 

Hunc til olim eaelo spoliis Orientis onustuni 
accipies seciira ; vocabitur hie quoque votis. 
Aspera tum positis mitescent saccula bellis; 
eana Fides et Vesta, Remo cum fratre Quirinus 
iura dabunt; dirae ferro et comp-agibus artis 
claudentur belli portae; Furor impius intus 
saeva sedens super arma et centum vinetus aenis 
post tergum nodis fremet horridus ore cruento. 

8. Decline the nouns m italics in question 7. 

GERMAN. 

(Questions 1, 5 and 8 must be answered.) 

1. Uebertragen Sie ins Englische : 

1 Es gibt im Menschenleben Augenblicke, 
Wo er dem Weltgeist naher ist als sonst 
Und eine Frage frei hat an das Schicksal. 
Solch ein Moment war's, als ich in der Nacht, 
5 Die vor der Liitzner Aktion vorherging, 
Gedankenvoll an einen Baum gelehnt, 
Hiuaussah in die Ebene. Die Feuer 
Des Lagers' brannten diister durch den Nebel, 
Der Waffen dumpfes Rauschen unt<^rbrach, 

10 Der Runden Ruf einformig nur die Stille. 
Mein gauzes Leben ging, vergangenes 
Und kiinftiges, in diesem Augenblick 
An meinem inneren Gesicht voriiber, 
Und an des njlchsten Morgens Schicksal kniipfte 

15 Der almungsvolle Geist die fernste Zukunft. 

(Schillers Wallenstci7i.) 

2. Nennen Sic fiinf Propositionen in 1. Welchen Kasus i*egieren Sie? 

(In Hinsicht auf obiges Zitat). 

3. Erklaren Sie die Wortfolge in den 5, 7 und 14, Zeilen. 

4. Was war "die Liitzner Aktion"? 



48 

Uebertrageu Sie ins Deutsche: In the twelfth century began tlie long 
and fierce contention — histing more tlian a humlred years — betwcx-n 
the pope and the emperors. It was simjily the continuation of the 
struggle to decide whctlu'r the "•world-priest" or the "wcn-ld-king" 
should be suinvnie. (Adap1<'d from Myers.) 

Schreiben Sie einen Aufsatz (von mindcstens 250 Wortern) fiber 
Deutschlands Verfassung. 

Chnmisso, Lessing, Storm. I]i welchen<' Jahrhundert lebten dieselben? 
Geben Sie eins ihrer Werke an. 

Wie kann der Schiller eine .gute Aussp-rache erlangenV 

FEENCH. 

(;ive principal parts and third person plural of simple tenses of: uniir. 
fuire, prendre, aortir (ten forms for each verb). 

1. Name four verbs that govern the iniinitive without a pre|Hisition. 

2. When does cent not take an s in the plural? 

3. Give Frencli sentences containing: dont : aiixintels : destiiidx : (/kcIx. 
Translate into French : 

1. She and I were waiting for y.ui at my uncle's. 

2. Lend us the books you bought last week. 

0. You will be rich when you have what your old aunt possesses. 
4. We want to go to France and it is possible that we may go to 

Rome. 
Translate into English: 

1. II m'a dit qu'il ne savait rien de le (pii s'etait passe, qu'il dormait. 

2. Ne les plalgnez pas; j"ai du les punir; lis ne s'etaient jias liie'.i 
conduits. 

3. Quoi que cet homme vous conseille, ne I'^coutez pas, 11 pourralt 
vous perdre. 

4. Gardez — vous de mettre votre belle robe; il pleuvra aujourd'hui. 
Translate into clear idiomatic English : 

Pendant une mardie longiie et peuible dans uu pays aride, I'armee 
d' Alexandre souf frait extremement de la soif. Quelques soldats 
que le roi avait envoyes a la dtcouverte trouvereut uu peu d'eau 
dans le creux d'un rocher. et I'apporterent au roi. Alexandre 
montra cette eau a ses soldats, pour les encourager ii sujiporter la 
soif avec patience, puisqu'elle leur annoncait une source voisine. 
Alors au lieu de la boire, il la jeta par terre aux yeux de toute 
I'armee. Quel est le soldat qui. sous un tel chef, se serait plaint 
des privations et des fatigues? 

1. Expliquez la forme du participe cnroyes. 

2. Quel est le participe passe de souffrirl rinfinitif de annoncait "i 

3. Conjugnez jeter au present de rindicatif. 

Give the English equivalent of: (1) je le crois bien, (2) n'impoi-te, 
(3) il fait unit, (4) tons les huit jours, (5) .ie voudrais bien, 
(»■)) il a du ]»artir, (7) ,1e lui ai fait part de mes plans, (8) sous 
]p('u. CM au coiiront de, (10) prendre un parti. 



49 

8. (a) 1. What is the irregularity in the conjugation of verbs of the lever 
class? 
2. State two functions of the In\i>erfect. Illustrate, 
(b) In what century did Voltaire live? 

SPANISH. 

1. Copy the following words supplying the graphic accent when needed on 
the stressed -s'owel, which has been italicized : roMo, tientan, 
hachon. Hercules, g'orjeo, gak/n, aver/guas, venzais, buUic/o, 
trances. 
L'. Write the third singular of the present indicative, imperfect indicative, 
future, preterite, present subjunctive, and tlie two imperfect sub- 
junctives of salir, caer, ir, dat\ truer (7 forms for each verb). 
."k Translate into Spanish : 

«. If I lived in Spain, I would speak Spanish every day. 

h. John, bring (traer) me the tea ; do not bring me the coffee. (Use 

familiar address.) 
c. Who is coming? — I see nobody. 

4. Translate : 

<i. Si ganase quinientos pesos al mes, gastaria ( spend) mil. 

1>. Distiugamos entre lo bueno y lo malo. 

c. ^Que le hace falta a Vd.? 

— Me hace falta dinero. 

(/. Quien da luego da dos veces. 

e. Juan se hizo llamar a las siete. 

5. Translate: 

Luis XIV pregunto uu dia a uuo' de sus cortesanos : "^Sabe V. el 
eastellano?" — "No, Sefior," respondio ^ste al rey. "pero- lo .apren- 
dere tan pronto como posible." Asi se puso sin tardar n estudiar 
el espaiiol. Se aplieo a fin de aprender ese idioma y despuesi de 
haberse tornado mucho trabajo, porque le parecia a el que su 
soberano tenia intencion de immbrarle embajador en la corte de 
Espaiia, dijo cierto dia al rey: "Seiior, ahora ya se el eastellano" 
— ^"Muj- bleu," contesto Luis XIV, "en ese caso puede V. leer el 
Don Quijote en su original." 
fi. n. Why has este in the Spanish text the graphic accent? 
J). Why Is d (^-l added after parecia? 

c. What would be the familiar address corresiwnding to puede V.? 
7. a. Give the past participles of abrir, cubrir, cscribir, poncr and morir. 
h. How is the passive voice of Spanish verbs formed? 
c. ^^'■hat verb makes use of the saiut' preterite as serf 
S. Translate into Spanish : 

a. This woman is the one we were looking for (huscar). 

1). Let us speak no more of that. 

c. Those \\iio say it do' not know what they say. 



50 

COMMERCIAL GEOGRAPHY. 

1. Explain the origin of markets and fairs. 

2. How is commerce influenced by religion? 

3. Why do manufactures flourish in the North Atlantic States? 

4. Name the principal metallic products of the western States and discuss 

their commercial value. 

5. Explain the relation of Panama to the United States. 

G. Describe the industries of .Tai>an and tell something about her transpor- 
tation facilities. 

7. In what lines of manufactures does Switzerland excel? How is the 

commerce of Switzerland restricted? 

8. Name five great trunk systems of railroads that center in Chicago. 

BOOKKEEPING. 

1. Give the several steps to be taken in closing the Ledger. 

2. Why are the items on the debit side of the Cash Book posted to the 

opposite side of the Ledger accounts? 
o. An assistaut bookkeeper hands his superior a Ti'ial Balance in which 
both sides agreed to the cent. Upon closer inspection several 
errors were found in the books which proved that the Trial Bal- 
ance totals were wrong. Mention some of the errors that you 
think were in these books. 

4. Give Daybook exiilanations that would accompany the following Jour- 

nal entry : 

S. H. Brown's Ccmsignment $540 00 

To Conunission $20 00 

To Cash 300 00 

To S. II. Brown, Principal 220 00 

5. Received invoice from John B. Ellison & Sons, New York, $590.80. You 

paid at the bank a sight draft for same, which was attached to 
the bill of lading. Write the draft, and make journal entry for 
each party in the order named. 

6. Mention two essential points of difference between single entry and 

double entry bookkeeping. Mention a business in which (a) single 
euti-y would be advisable, (b) double entry would be advisable. 
What two advantages has the double entry method over the single 
entry method? 

7. You paid by check your note of $JS5, and interest $3.24. You found out 

later that the interest should have been $1.98, and the payee has 
sent a credit note for the amount. Make journal entiy to adjust. 

8. Prepare statements of Losses and Gains, Resources and Liabilities, 

Proofs of Sfcitement from the following ledger balances and 
inventories : 

J. H. Reader, Prop $1,250 00 

H. J. Curry, Prop 1,250 00 

Cash $880 20 

Merchandise ' 3,350 00 

Accounts R('(<'ival)le 2,404 00 



51 

Bills Receivable $2,065 SO 

Furniture and Fixtures 850 GO 

Expense 2,0C2 90 

Interest 26 10 

Accounts Payable 7.400 00 

Bills Payable 1,739 00 

Inventories : 

Furniture and (ixtures on hand 875 00 

Expense, items on hand 167 25 

Unpaid telephone bill 21 70 

Merchandise, on hand 1,500 00 

Unpaid freight bill 67 25 

Interest accrued on Bills Payable 5 60 

Interest accrued on Bills Receivable 7 80 

STENOGRAPHY. 

1. Tell in a general way what your system of shorthand is based on. 

2. Describe in detail how you would teach the first lesson in tn)owriting. 

3. AVhat is the value of the principle of contraction or abbreviation in 

shorthand? 
•1. Outline a brief talk to advanced students on business ethics for the 
stenographer. 

5. What knowledge of English does a shorthand student need in order to 

succeed ? 

6. Give all tlie common forms for the salutation and complimentary clos- 

ing of letters. 

7. Under what circumstances should the student be permitted to use the 

eraser in his work? 

8. Write a letter recommending your best pupil for a stenographic position. 

MUSIC. 

1. What are the characteristics of tone? 

2. What is the meaning of the following words : Scale, tetrachurd, domi- 

nant, mediant, minor? 

3. Of what major and minor key is each of these tlie signature: four 

' sharps, five flats, one flat, four flats, three sharps. 

4. Write below the notes the equivalent rests : 



d -rJ i. i d 



0. What are leger lines? Why so called? 

6. Explain accent, meter, rhythm, syncopation. 

7. Why is the expression "Common time" incorrect? 

8. Write: (a) the major scale from F sharp; (b) the hai'monic scale 

from A flat; (c) the pure minor scale from G; (d) the descending 
melodic scale from G sharp. 



52 

DRAWING. 

1. (a) Name the orders of Greek architec-ture. 

(b) In wliicli style of architecture do we find developed — the cohunn? 

the arch? the dome? tlae rose-window? 

(c) What are the chai*acteristics of the Saracenic ornament? 

(d) What style of architecture is St. Peters, Rome? 

2. (a) Define complementaiy harmony (color). Define dominant har- 

mony. Define analagous harmony. 

(b) Name the tones in a scale of nine values. 

(c) Paint from memory a good arrangement of some flowers and leaves. 

(d) Paint a good arrangement of fniit. 

3. (a) Compose a landscape using three tones in lead-pencil, and give the 

principles that goveni the composition, 
(b) Paint an autuuui landscape, showing a stream of water. 

4. (a) Draw a corner of a dining room, showing the ceiling, side walls 

and the floor. Place a window in the left wall and a sideboard 
on the right side of the room. A dining table and a chair near 
the center of the room. Show all construction lines. 

5. (a) Develop line rhythm in a border, showing coi-ner. 

(b) Develop spaw rhythm in a border, showing comer. 

(c) Apply one of these borders to a booli cover, and paint it in thrct> 

fiat tones. 
0. (a) Sketch a boy sitting on a chair— front view. Sketch not less than 
five inches, 
(b) Show by drawing, how to construct a girl's head in three different 
positions. 

7. (a) Draw a vertical cone 2 J" in diameter, 3" high, intersected by a 

prism li" sq., the sides at an angle of 45° with the front plane 
and the axis to intersect at their centers. Draw development. 

8. (a) Name a great Greek sculptor. Name his best works. 

(b) Name a great Italian painter. Name his most noted ]>icturos. 

For the State Board of Education : 

Charles A. Greathouse, 
State Siiixrintciident Puljtic Instruction, Prrsidciif. 
\V. W. Parsons. 

President Indiana State yonnal School. Sccretar;/. 

D. Supervisors. These licenses are issued for twelve, twenty- 
four and thirty-six months. The eligibility and average require- 
ments are the same as for other licenses of these grades. 

(1) Mtmc. Valid to supervise and teach music in any of the 
public schools of the State for the period designated. All persons 
ineeting the eligibility requirements for a twelve months common 
school may take this examination. Applicants who have not had 
Ihe normal training may offer in lieu of it the following: 

One year in an approved school of music for Class A ciualifica- 
tious. 



53 

Two years in an approved school of music for Class B qualifica- 
tions. 

Graduation from a three years' course in an approved school oi" 
music for Class C qualifications. 

Certified statements of academic and musical training must be 
filed before license can be issued. 

The minimum wage law applies to music supervisors in the 
same way that it applies to the regular teachers. 

(2) Art. Valid to supervise and teach art in any of the pub- 
lic schools of the State for the period designated. All the rules and 
regulations pertaining to music apply here if for the word music 
the word art is substituted. 

(3) IndnMrial Arts. Valid to supervise and teach industrial 
arts in any of the schools of the State for the period designated. 
All the rules and regulations pertaining to music apply here if for 
the word music the words industrial arts arc substituted. 

Teachers of special subdivisions of indii^^trial arts, as printing, 
pattern-making, etc., must pass examinations on those special suli- 
divisions. 

(4) Domestic Science. Valid to supervise and teach domestic 
science in any of the public schools of the State for the period desig- 
nated. All the rules and regulations pertaining to music apply 
here if for the word music the words domestic science are substi- 
tuted. Teachers of special subdivisions of Domestic Science as 
Cooking, Sewing, etc., must pass examinations on these special sub- 
divisions. 

Domestic Science. — The term Domestic Science as used in the 
Indiana Vocational Law is interpreted to mean Household Arts or 
Home Economics. 

Teachers applying for license to teach the general subject of 
Household Arts will answer any six of the eight questions under 
Domestic Science. 

Teachers applying for license to teach Cooking will answer any 
three of the eight questions under Domestic Science and the three 
under Cooking. 

Teachers applying for license to teach Sewing will answer any 
three of the eight questions under Domestic Science and the three 
under Sewing. 

(5) Agriculture. After September 1st, 191,^), all sujiervisors 
of agriculture must hold licenses in that subject. The qualifica- 
tions of applicants for licenses in agriculture will correspond to 
those of supervisors of other subjects above enumerated. 



54 

(6) Physical Culture. Valid to supervise and teach physical 
culture in any of the public schools of the State for the period des- 
ignated. All rules and regulations pertaining to music apply here 
if for the ^vord music the words physical culture are substituted. 

E. Kindergarten. Valid to teach for the period designated in 
the kindergarten schools of the State that are supported in whole or 
in part by public funds. The subjects in the examination are kin- 
dergarten theoiy and practice and English. The qualifications of 
teachers and supervisors of kindergartens will correspond to those 
of the supervisors above enumerated. The license will be issued for 
twelve, twenty-four and thirty-six months under the rules apply- 
ing to other licenses of these grades. 

Questions issued for supervisor' examination January, 1914. 

QUESTIONS FOR SUPERVISORS AND TEACHERS OP KIN- 
DERGARTEN, INDUSTRIAL ARTS, DOMESTIC 
SCIENCE (A) COOKING, (B) SEWING, 
AGRICULTURE, PHYSICIAL TRAIN- 
ING, MUSIC AND DRAWING. 

Examlnationfi are held on the last Saturday of each month from January 

to August inclusive. 

FEES. 

One dollar for Kindergarteu License. 

One dollar for Music License. 

One dollar for Drawing License. 

One dollar for Industrial Arts License, or a license in any of the sub- 
divisions of Industrial Arts, as printing, pattern making, etc. 

One dollar for Domestic Science License or n license in any of the sub- 
divisions of Domestic Science, as cooking, sewing, etc. 

One dollar for Agriculture License, or a license in any of the phases 
of agi'iculture. 

One dollar for Physical Training License. 

KINDERGARTEN SUBJECTS. 
Kindergarten, theory and practice ; and English. 

SUPERVISORS. 

All persons meeting the eligibility requirements for a twelve months 
common school license may take this examination. 

If training has been received in a good school of Kindergarten, Music, 
Art, Domestic Science, Industrial Arts, Agiiculturo or Physical Training by 
an applicant to teach any of these subjects, such training shall take the 
place of Normal Training. 

Charles A. Geeathouse, President. 
Wm. W. Pabsons, Secretary. 



55 

In Each List Answer Any Six, But No More. 

KINDERGARTEN. 

(The question under English must be answered in addition to tlie six 
questous.) i 

1. Why is liindergarten training of value? 

2. From which gift are the others derived? Why? 

o. What songs are best suited to Nature work? Name five with author or 
bool^ reference. 

4. How is the kindergarten work related to the primary grades? 

5. To what extent does every kindergartener need to be a student of 

nature? 
G. State the early history of the kindergarten in the United States. 
7. Explain the effects of the child study movement upon the kindergarten. 
S. How has Herbartianism modified the theory of the kindergarten? 

ENGLISH. 

Write an original spring story for the four year old child. Use not 
less than three drawings to illustrate this story. 

DRAWING. 
Materials needed: 

1. White drawing paper 10x14 inches for pencil worlc. 

2. Manila drawing paper 10x14 inches for color work. 

3. Drawing pencil. 

4. Eraser. 

5. Box of colors. 

6. Water color brush. 

7. Sheet of tracing paper. 
S. Scissors. 

9. Paste. 

Note. — For this examination applicants may use the paper 10x14 inches 
in size or when necessary cut the paper to any desired size and mount on 
a 10x14 inch sheet. 

Note. — The three color water color box in general use will answer. 
L What do you consider the purpose of art study as a part of the school 
curriculum? 

2. What are some of the subjects with which drawing can be correlated? 

How can this be done? 

3. Draw an illustration for a nursery rhyme and write the rhyme. 

4. Make a pencil mass drawing of a weed, grass or flower. 

5. Show your understanding of perspective by drawing a street scene. 

0. What structural architectural feature governed the architectural de- 
velopment of Egypt? Of Greece? Of Rome? 

7. Give a synopsis of an article of interest to drawing supervisors pub- 
lished recently in any art or educational magazine. 

S. What color media would you recommend for use in primary grades? 
Why? 



5(1 

MUSIC. 

Give methods of presenting tlie dotted quarter note. 

Write the chromatic scale ascending and descending from e. 

Outline a fifteen minute lesson in music for the third grade. 

What are your ideals as to (a) position in singing, (b) attack, (c) 

enunciatatiou, (d) tone quality. 
Name the triads in the major scale. 
How would you teach a rote song? 
What do you expect the children to have accomplished at the end of 

the first year in scliooi? 
What is a Sonata? Symphony? Cantata? Oi>era? Oratorio? 

PHYSICAL TRAINING. 

What do you consider the most hygienic condition to be observed in a 
class-lesson in gymnastics? Explain your reasons. 

Discuss the value of gymnastic games in the course of study in physical 
education in public schools. 

What system of physical training is best adapted to school conditions? 

Describe fatigue. 

Give the physiological effects of exercise upon the nervous system. 

How would you treat an ankle sprained in your gjmnasium? 

What is the purpose of physical examination? How often should it be 
given? 

What should be the relation between physical training and medicine? 

INDUSTRIAL ARTS. 
(Answer any six.) 
What are the practical advantages to the average boy who takes a 

course in Industrial Arts? 
To what extent should the Industrial Arts course in the public schools 
touch upon the industries of the locality? 

a. What should be the aim or preparation of "Industrial Arts" instruc- 

tion in the public schools, below the sixth grade? 

b. What should be the purpose of such instruction for pupils from 
twelve to sixteen years of age? 

a. How would you begin the teaching of design in order tliat a pupil 

may design his own industrial arts projects? 

b. In designing these projects for constructive work, how may the 
aesthetic faculty be cultivated? 

Outline a course in Industrial Arts for the 7th grade in a rural, town 
or city school. Make a list of the equipment you would use for 
the same and estimate the probable cast. 

Name the tools or such equipment as you would put in the industrial 
wood-woi'king bench. 

Discuss briefly what you think should be the relation between "Indus- 
trial Arts" and the general school work. 

Explain in detail what method of procedure you would use in present- 
ing a new problem in work in wood to a class of twenty pupils. 



57 

DOMESTIC SCIENCE. 
(Answer any six.) 

L Wliat in your opinion does the term "Domestic Science" as used in tlie 

Indiana Vocational Law, include? 
2. Why will the subject of "Domestic Science" mean very little if it is 

taught largely from a text-book? 
r>. a. Does a good cook or seamstress necessarily make a good housewife? 
Reasons for answer 
li. Why should a housekeeper economize her time that she may have 
leisure from household duties? 
4. a. What should be the relation between the "Domestic Science" courses 
in the scliool and the work of each child in the home? 
)». IIow would you arouse an active interest in the pupils in liousehold 
duties? 
r>. AVhat "Domestic Science" work may be done in the schools, below the 

Gth grade? What is the purpose of such work? 
0. Outline a course in "Domestic Science" for the 7th grade in a rural, 
town or city school. Make a complete list of the necessary equip- 
ment for the work and state the probable cost. 

7, By what standards, at the close of the school year, will you determine 

whether you have been a successful teacher in "Domestic Science?" 

8. a. Give the sources of household water supply ; the sources of water 

contamination and household methods of purification. 
I). How would you make the pupils keenly alive to the necessity of 
hygienic conditions in and about the home? 

COOKING. 

(For teachers of cooking only, answer any three of the above and 
these three.) 
9. Wherein should a child's diet differ from that of an adult? IIow are 
dietary standards obtained? 

10. Give the chemical and physical characteristics of starch and the prin- 

ciples governing the cooking of starchy foods. 

11. Plan a luncheon that might properly be given to eight adults by an 

elementary class. 

SEWING. 

(For teachers of sewing only.) 

(Answer any three of the first eight and these three.) 

Oa. Discuss briefly the factors involved in planning a course in sewing 
for the Gth, 7th, and Sth grades of elementary schools. 

lOa. When and how should mending be taught? 

11a. (1) What is textile study? (2) What knowledge of weaving is nec- 
essary for intelligent sewing? (3) How may it he presented? 



58 

AGRICULTURE. 

(Answer any six.) 

1. Is knowledge of soils necessary to success in every division of farming, 

dairying, poultry raising, horticulture, livestock raising, general 
farming, etc.? Give in detail the reasons for your answer. 

2. To what extent should laboratory exercises and practical farm project 

work be required of pupils in agriculture? State fully the reasons 
for your opinion. 

3. Show fully how the subject of agriculture may be correlated with that 

of English, Mathematics and Chemistry respectively. 

4. State fully how you would proceed in sui3ei"vising the agricultural work 

of seven district school teachers with qualifications as follows: 

(1) Three are girls raised in town and have no teaching experi- 

ence. 

(2) One is a man with no farm experience and no special training 

in agriculture, who has taught sixteen years in a one room 
school. 

(3) One is a graduate of an Agricultural College, but with no 
farm or teaching experience. 

(4) One is a woman raised on a farm, who has taught for four 

terms, but has no school training in agriculture. 

(5) One is a farmer with four year's teaching experience, who 

is opposed to introducing the study of agriculture into this 
school. 

5. Name ten diseases and pests with which the fruit growers may have to 

contend. What is the remedy for each and how should each 
remedy be applied? 
C. What are the factors that should determine the kind of farming (dairy- 
ing, stock raising, fruit growing, gardening, etc.), in which one 
should engage? Explain fully and give reasons for naming factors 
included in your list. 

7. Show fully the relation that exists between plant food elements in the 

soil, the different classes of foods (proteids, carbohydrates, etc.), 
and the composition of the bodies of animals. 

8. a. How would you proceed to build up a farm composed of depleted 

clay soil? Answer in detail, 
b. Show how the following affect soils and crops: (1) Drainage; (2) 
Climate; (3) Altitude; (4) Barnyard manure; (5) Commercial 
fertilizers. 

For the State Board of Education: 

Charles A. Greathouse, 
State Supt. Public Instruction, President. 
W. W. Parsons, 

President Indiana State Normal School, Secretary. 



59 

F. By VaUdation. (1) Life License. — A life license from 
another State that has been granted upon an examination equiva- 
lent to the life license examination in Indiana may be counter- 
signed by the Superintendent of Public Instruction. When so 
signed, it becomes valid for life in any of the public schools of the 
State. 

(2) State Normal Diplomas. — A State Noraial diploma that 
represents three full. years' normal school work, preceded by four 
years' high school work, may be countersigned by the Superintend- 
ent of Public Instruction, provided the holder of it has taught suc- 
cessfully for two years since graduation. When so signed it be- 
comes valid for life in any of the public schools of the State. 

G. Exemption. (1) Persons who have taught six consecutive 
years in I he public schools of the State and hold a thirty-six months 
State license are entitled to an exemption license in the subject or 
subjects included in the thirty-six months State license. 

(2) To teachers contracting on exemption licenses, the mini- 
mum wQixe law applies on the same basis as to Class C teachers, the 
minimum daily wage of such teachers being an amount not less than 
that determined by multiplying 3^ cents by the general average on 
the exemption license increased by the addition of 2 for full attend- 
ance at the County Institute. 

3. Licenses Issued by the County Superintendent. 

A. Common School. (1) Twelve Months. (2) Twenty-four 
Months. (3) Thirty-six Months. 

B. Primary. (1) Twelve Months. (2) Twenty-four 
Months. (3) Thirty-six Months. 

C. High School. (1) Twelve Months. (2) Twenty-four 
Months. (3) Thirty-six Months. 

All rules, regulations and requirements are the same for licenses 
issued by the county superintendent as for similar licenses issued 
by the State Superintendent, except that the former are good only 
in the county of issue. 

D. Exemption. Persons who have taught six consecutive years 
in the public schools of the State and hold a thirty-six months 
county license are entitled to an exemption license valid in that 
county in the subject or subjects included in the thirty-six months 
license. 



60 

4, State Normal Diplomas Valid as Life State Licenses. 

The State Normal School is empowered by law to grant, two 
years after graduation, to all of its graduates who have given siatis- 
faetory evidence of professional ability to instruct and manage a 
school, diplomas which entitle them to teach for life in any of the 
schools of the State. Until they have had two years' successful ex- 
perience after graduation State Normal graduates must submit to 
examination the same as all other teachers. 

State Normal Diplomas granted to graduates of the Indiana 
State Normal School, who have taught successfully two years after 
graduation, meet ail license requirements and the minimum wage 
law applies to such graduates as follows: 

(1) Holders of State Normal Diplomas, with two years experi- 
ence are in Class B, and their daily wage shall not be less than an 
amount determined by multiplying three cents by 90, provided that 
2 shall be added to the 90 for attending the county institute the 
full number of days. 

(2) Holders of State Normal Diplomas with three years' ex- 
perience are in Class C, and their daily wage shall not be less than 
an amount determined by multiplying 3^ cents by 95, provided that 
2 shall be added to the 95, for attending the county institute the 
full number of days. 

(3) Holders of State Normal Diplomas with five or more 
years experience, at least two of which have been taught as Class C 
teachers, are in Class D and their daily wage shall not be less than 
an amount determined by multiplying 4 cents by 95, provided that 
2 shall be added to the 95 for attending the county institute the 
full number of days. 

(4) State Normal Diplomas meet only the license requirements 
and teachers holding such diplomas must be classified on the basis 
of all statutory requirements. 

(5) Holders of State Normal Diplomas have the privilege of 
taMng the regular teachers' examination to raise the grades used as 
a basis for determining their minimum wage. 



III. OTHER EXAMINATIONS. 



1. By the State Board of Education. 

A. High School Equivalency. — This examination is for the 
benefit of those who have not had a regular high school course in a 
certified or commissioned school. The examination is held by the 
county superintendent but the papers are marked by the State 
Board of Education. Success in this examination qualifies for the 
Normal Training. The questions and requirements are as follows: 

First Division. — Last Saturday of January, March, May and 
July. 

Six questions in Algebra. 
Six questions in Latin or German. 
Six questions in Botany or Zoology. 
Fourteen questions in English. 

Second Division. — Last Saturday of February, April, June and 
August, 

Eight questions in Geometry. 
Six questions in Physics or Chemistry. 
Ten questions in General History and Civics. 
Six questions in Physical Geography. 

B. A passing grade is a general average of 85%, with no 
grade below 75%. An applicant falling below in no more than one 
subject in each division may be conditioned in that subject pro- 
vided he meets the general average requirements in the other sul)- 
jects of that division. This condition may be removed at some 
subsequent examination within the same calendar year. Both di- 
visions of this examination must be taken in one calendar year. 

C. QUESTIONS ISSUED FOR HIGH SCHOOL EQUIVA- 
LENCY EXAMINATIONS IN JULY (DIV. I) AND 
AUGUST (DIV. II), 1913. 

Division I. 

In order to be eligible to take an exainination for a teacher's license, 
persons not already "in the service" shall be graduates of commissioned or 
certified non-commissioned high schools or the equivalent and shall have 
had not less than twelve weeks' work in a school maintaining a professional 
course for the training of teachers. 

(61) 



62 

Persous not having the above high school qualifications will be required 
to pass satisfactory examinations on the subjects of the commissioned high 
school course, the questions for such examinations being prepared, the 
examinations conducted and manuscripts graded by the State Board of 
Education. These examinations shall be conducted annually and before the 
examination for license is taken. 

Such persons shall be examined in the following subjects: 

a. Six questions in either German or Latin. 

b. Six questions in Algebra. 

c. Eight questions in Geometry. 

d. Six questions in either Physics or Chemistry. 

e. Six questions in either Botany or Zoologj'. 

f. Fourteen questions in English. 

g. 1'en questions in General History and Civics, 
h. Six questions in Physical Gecgi-aphy. 

The passing grade is a general average of 85%, not falling below 75% 
in any subject. 

Four examinations will be held during the months of Jauuai-y-August. 
inclusive, for high school undergi-aduates. Each of these examinations will 
be offered in two divisions as follows : The first division on the last Satur- 
days of January, March, May and July, and the second division on the last 
Saturdays of February, April, June and August. 

Subjects for the first division : Algebra, Latin or German, Botany or 
Zoology and English. 

Subjects for the second division : Geometry, Physics or Chemistry, 
General Histoid and Civics, and Physical Geography. 

No manuscript need be sent unless applicant writes on four subjects, 
except when the aiiplicant lias been conditioned. 

By Order of the State Board of Education Each Equivalency Manuscript 
Mii.st he Accompanied by a Fee of Fifty Cents. 

ALGEBRA. 

1. .Sei)arate (x^ + x+1) (x= + x + 2)-12 into three factors. 

14 9 

2. Simplify: ^rr— rrr 7, + .t^t^ Jiiifl check the result for at least 

2(x+l) x + 2 2(x + 3) 

two values of x. 

3. A man has to wait n hours between trains; how far can ho ride out 

on a car which runs ?; miles an hour and walk back c miles an 
hour? 

4. A boatman can row a certain distance up stream and back in 5 hours. 

It takes iiim 4 times as long to row up as to row back. How long 
will it take him to row the same distance in still water? 

c^ 1 

5. Solve for x and also for c : -, r^ = -, — , ,., • 

(x-c)'' (x + lj* 

6. Solve for t: t^(3 + t2= l + t^. 

7. Find the lowest common multiple of 3x-+llx + 6, 3x- + 8x + 4, 

and x3-19x-30. 

8. Find all the solutions to tlie two equations: '^o .^''T^''^!^ , , 

x'' + y' = 4Ux-'y' 



63 

GERMAN. 

1. Use verbs in brarkL'is in llie imperfect (past) tense. Supply missiiiii 

endings indicated by dashes : 

Fehlt dir etwas? (fragen) ieh, iudem ich ihn unter d- Kinn 
(fassen) and ihm in- Gesicht (seben). D- Haut (sein) trocken und 
heiss. Tnt di- etwas weliV Er (nicken) leise. Wo tut es weh? 
(fragen) ieh. Im Kopf (erwidern) er. Geh' an d Bruunen binunter, 
(sagen) icli, trinic' ei- Glas friscii- Wasser und dann komni wieder. 
(Wildenbruch, Der Letze.) 

2. Setze in das Perfektum : 

Das Kind erhob sich, ging liinaus und kam nicht zuruck. Ich 
trat an das Fenster und sah ihn aaf einer Bank des Hofes sitzen, den 
Kopf an die Mauer des Hauses zurliekgelehnt. Eiue pliitzlicbe 
Unrube iiber. kam mieli ; icii rief Maunchen aus seiner Klassenstul>e. 

3. Ubersetze No. 2 in Engliscbe. 

4. Use the following propositions in a German sentence: 

Wegen, mit, dureh, gegen, an, am, nach, bei. 

5. Kon.iugiex'e die drei ersten starken Zeitworter in No. 2 im Prjisens. 

G. a. Decline plotzliche Unruhc, with the definite article, singular and 
plural, b. In welchem Falle stebt seiner Klassenstvhe? Warum? 
7. I"se the relative ijronoun der in a German sentence: 

All cases, singular. 
S. Dekliniere die relativen Fiirworter, Einzahl und Mehrzahl. 

LATIN. 

1. ^Vhat is meant by a Derivative? How formed? Illustrate. 

2. Translate into English : 

Quod vestra victoria tani Tnsolenter gloriamini, quodque tarn diu 
vos impiuK' iniurias intulisse ndmlramini, eOdem pertinet. Cdn- 
sueverunt enim di immortales quo gravius homines ex commtitatione 
rerum doleant, quos pro scelere eorum ulciscl volunt, his seeundiures 
interdum rts et diuturniorem jmpunitatem concedere. 

3. Classify the clauses in the above selection. 

4. Translate into Latin : 

As soon as Caesar found out in what place the enemy were, ho 
hastened toward them. 

5. Give a half dozen English derivatives from the Latin word "habeo." 
G. Translate into English : 

Quidam ex Belgis nocte ad Nervios i>ei*venerunt atque his 
demonstrJiverunt inter singulas legiones magnum numerum impedl- 
mentorum intercedere. Itaque NerviT, cum prima legio in castrji 
venisset, eam sub sai'cinis adoriri eonstituerunt. Sed quod adhostes 
appropinquabat Caesar sex legiones expeditas diicebat; post eas 
omnia impedimenta conlocarat; inde duae legiones, quae proximo 
eonscTiptae erant, agmen claudebant praesidioque impedimentis 
erant. 

7. Account for tlie subjunctives in the above selection ; the infinitives. 

8. Give the synopsis of "volo." 



64 

Afternoon Questions. 
BOTANY. 

1. Give examples of seeds having one ootyletlon, two cotyledons; of seeds 

having endos])erni, no eudos])erm. 

2. Explain what is meant by alternation of generations with reference to 

the moss. 

3. What is a parasite? A saprophyte? 

4. Where are the flowers of maize or corn? 

5. How are hybrids formed? 

(■>. What is the work of foliage leaves? 

7. What is a hydrophyte? A xerophyto? 

8. How do forests eontribnte to the fnrmntion of soil? 

ENGLISH. 

1. Write sentences illnstrating the correct use of to and too, precede and 

proceed. 

2. Write a sentence containing a noun clause used as the subject. 

3. Give the grammatical distinction between the form were as used in the 

first and in the second of the two following sentences : "If I were 
you, I would go" ; "They were at school today." 

4. Write a letter ordering some magazine or paper. 

5. How should conversation be paragi-aphed? Illustrate. 

(5. Name the forms of jirose composition and distinguish between them. 

7. Write an expository paragraph. 

8. Name the authors of the following : The Bells; The Conrtship of Miles 

Standish; Hiairatlia; Ivanhoe: Macbeth; The Spy. 

9. Write a descrii)tion of one of the works mentioned in question eight. 

10. Write a character sketch of some diaracter in one of the works men- 

tioned in question eight. 

11. Name tliree of the most prominent American prose writers. Give the 

names of some of their works. What are their distinguishing 
characteristics? 

12. What are the three most important principles of composition? 

13. How is emphasis secured in the composition as a whole? In the para- 

grai)h? In the sentence? 

14. What is slang? What are the objections to its use? 

15. What is a foot in English poetry? Name the kinds of feet commonly 

used? 
IG. WTiy is it more difficult to write poetry than to write prose? 

ZOOLOGY. 

1. Classify Echinodermata, and name one form in each class. 

2. Describe the sting of the bee. 

3. Describe the external features of the earthworm. 

4. What can you say of the relation of environment to the change of 

organism? How is this idea different from Darwin's theory of 
evolution? 
.">. Chai-acterize Anthropoda, and give the distinguishing differences be- 
tween the main classes. 



65 

(j. Draw a figure illustrating the structure and form of a one cell animal. 

7. 'VMiat especial fitness is there in the form of the body of a fish as re- 
lated to its habits? 

8., Illustrate the propriety of the names of five orders, by applying them 
to one of the individuals in that order. 

Division II. 

GEOMETRY. 

1. Prove that two straight lines in the same plane perpendicular to the 

same straight line are parallel. 

2. Prove that the sum of the exterior angles of a triangle is equal to two 

straight angles. 

3. Prove that the opposite sides of a parallelogram are equal. 

4. Prove that the bisectors of the angles of a general parallelogram en- 

close a rectangle. 

5. Prove that a diameter perpendicular to a chord of the same circle 

bisects the chord and the arcs subtended by it. 
0. Prove that the opposite angles of an inscribed quadrilateral are sup- 
plementary. 

7. Find a point X equidistant from two given intersecting lines and at a 

given distance from a given point. (Discuss for one, two, three and 
four solutions, and for no solution.) 

8. Prove that two mutually equiangular triangles are similar. 

9. Prove that the perimeters of two similar polygons have the same ratio 

as any two homologous sides, or homologous diagonals. 
10. Construct a circle which shall be two-sevenths of a given circle. 

PHYSICS. 

1. What are the three fundamental units of measure? 

2. A body falls 10 sec. With what velocity is it moving at the end of that 

time? 

3. How would you find the density of a solid? Give reasons for each step. 

4. What phenomena indicate molecular forces in solids, liquids and gases? 

5. What is meant by loudness of sound, and upon what does it depend? 

6. State the difference in the heat units between the amount of heat in 200 

g. of water at 25° O. and the same amount of water at 35° C. 

7. a. What is meant by polarization in an electric cell? 

b. How would you demonstrate its effect on the current? 

8. By means of a digram show how a simple microscope magnifies an 
_ object. 

CHEMISTRY. 

1. Give reaction in ions between calcium hydroxide and hydrochloric acid. 

2. Wliat is formed when a hot copper cutting is thrust into chlorine gas? 

Give reaction. 

3. Name three allotropic forms of carbon. Define allotropy. 

4. What would be the visible effect of passing hydrogen sulphide gas into 

a solution of copper sulphate? Why? Give reaction. 



66 

5. What law is illustrated by the formulas for SO, and SO3? State the law. 

G. How would you distinguish a soluble sulphate from a sulphite? 

7. Define oxidation, reduction. Give example of each. 

8. GOO c. c. of gas measured at 740 mm pressure and 27 degrees C will 

occupy what volume at 720 mm. and minus 13 degrees C? 

Afte;knoon Questions. 

GENERAL HISiORY AND CIVICS. 

1. Discuss briefly the conditions in the early history of China which 

prevented progi-ess. 

2. Identify the following : Cyrus, Herodotus, Pericles. Olympus, Delphi, 

Cincinnatus. 

3. Describe Feudalism as il existed in England and show causes for its 

downfall. 

4. Was monasticism a good or bad thing for the mediaeval church? Jus- 

tify your answer. 

5. What claims had William of Normandy upon the English throne? 

Were they strojiger than the claims of Hai-old? 

(1. Against what evils did the French Revoultion spend its fury? Were 
these evils limited to France ahme? 

7. What effec-t had the war between England and Napoleon upon the 
United States? Discuss fully. 

S. In what bod.v is the government of a teriMtory vested? What repre- 
sentation has a territory in Congress? 

0. Explain the method of electing the President. 

10. Give meaning and use of the following terms as applied to Congress: 

caucus, bolting. si)ecial order, counting a quorum, filibustering. 

11. Define taxes. :\Iention two kinds of taxes and discuss the justice of 

each. 

12. AVliat is meant by the expression: "Unwritten Constitution"? Give 

incidents showing its jwwer. 

PHYSIC :VL GEOGRAPHY. 

1. What effects result from the revolution of tlie earth around the sun? 

2. Explain the cause of volcanoes. 

3. What causes the fogs off the banks of Newfoundland? 

4. Explain the agencies of weathering. 

5. Of what economic value are mountains to man? 

0. What evidence is there in Indiana of a former glacial period? 

7. What natural conditions have contributed to the location of Chicago? 

8. What are fossils? How are they formed? Of what use have they been 

to man? 

For the State Board of Education: 

Charles A. Greathouse, 
State Superintendent Public Instruction, President. 
W. W. Parsons, 

President Indiunn State Normal School, Secretary. 



67 

2. By the State or County Superintendent. 

A. Special For Teachers. — -In case of scarcity of teachers, a 
township trustee or a school board may serve the county superin- 
tendent with a written request for a special examination. The 
county superintendent then makes public announcement of the 
time and place of such examination and secures from the State 
Board of Education questions for the same. All the rules and reg- 
ulations relating to regular examinations apply without change to 
special examinations. ' >^pccial cxaniiimiions sJwuId he (lucouraged. 



IV. SPECIAL IMPORTANT POINTS. 



1. All the examination questions for licenses and equivalency 
are prepared by the State Board of Education. 

a. All examinations except those otherwise noted are held by 
the county superintendents. These examinations occur on the last 
Saturday of each of the first eight months of the year. 

b. Because of the numerous requests for special examinations 
in September, the State Board of Education has arranged for a 
special examination in all counties in the month of September, 1914, 
but it is recommended that school trustees refuse to contract with 
teachers holding one year licenses granted in the month of Sep- 
tember, on which said teachers have already taught for one school 
year, and on which they propose to contract for a second year. 

3. The State Superintendent does not hold examinations. 

4. Applicants desiring a license good in all counties of the 
State must send their manuscripts to the Department of Public In- 
struction. A fee of one dollar must accompany the manuscript. 
This fee entitles the sender to three trials unless a license is made 
on the first or second trial. The fee is required for all licenses is- 
sued by the State Superintendent; common school, primary, high 
school, supervisors and kiudergarten. An applicant who writes 
upon more than one supervisor list must pay one dolhir for each list 
taken. 

5. Manuscripts sent to the State Superintendent must be desig- 
nated by number. A manuscript containing the author's name will 
not be graded. All second and third trial manuscripts must be 
accompanied by the first and second trial numbers. At the time of 
the examination the county supenntendent should give each appli- 
cant a receipt shoiving his number, so that he can have it for future 
use in such cases as those above mentioned. This is especially im- 
portant when a second or third trial is taken in a different county 
from that in which the first trial was taken. 

6. Except in the second part of sixty months examination the 
applicant can not designate the grade of license desired but must 
accept whatever license his grades and eligibility allow. 

(68) 



69 

7. a. No licenses issued by the State Superintendent are de- 
livered to the applicants, but all such licenses are forwarded to the 
County Superintendents in whose respective counties the examina- 
tions were taken, and then delivered by the county superintendents 
to the applicants. 

b. Teachers obtaining lincenses in one county and contract- 
ing to teach in another must file, when contracting, said licenses 
with the county superintendent in whose county they are to teach 

8. At the beginning of each examination all strangers must be 
identified both as to given and surnames. 

9. The power to revoke all county and State licenses rests in 
the county superintendent. The causes for revocation are incom- 
petency, immorality, cruelty or general neglect of the business of 
the school. 



PART II. 

Accredited Schools. 



(71) 



I. THE LAW. 



A. The State Board of Education, in addition to its present. 
powers and duties, shall be and is hereby constituted a state teach- 
ers' training board, and, as such, is authorized and directed to ar- 
range for a regular system of normal school instruction throughout 
the State ; to designate what schools and what professional depart- 
ments in schools shall be accredited in the state system of normal 
school instruction; to fix conditions upon compliance with which 
present and future schools and departments may become accredited 
as a part of such system ; to establish, inspect, pass upon and ap- 
prove, reject, alter, amend or enlarge courses of study and teach- 
ing in the several accredited normal schools and the accredited pro- 
fessional departments in schools of the State; and to determine 
upon credits to be allowed for the work of accredited schools and 
departments, and equivalents, if any, to be accepted for such work 
or any part thereof. Said board shall make no rule, regulation or 
requirement applying to any accredited school or department which 
shall not under like circumstances apply to each and every ac- 
credited school and department in the State, nor shall any require- 
ment be in excess of the requirements of the Indiana State Normal 
School ; it being the purpose and intent of this act that all schools 
and departments for normal instruction and the training of teach- 
ers shall maintain as nearly as possible like standards of excellence 
and efficiency. 

B. The state teachers' training board shall have power and 
authority to prescribe course.^ of study upon completion of which 
graded certificates of work done may be granted by any such ac- 
credited school, which certificates shall be recognized by the Indiana 
State Normal School so far as such certificates meet the require- 
ments of said school course. 

C. In order to encourage trained teachers to teach in the dis- 
trict schools and in the grades in the small towns of the State, each 
accredited school and the State Normal School may, subject to the 
rules and regulations of the state teachers' training board, es- 
tablish a two-year course open to high school graduates, the com- 
pletion of which will be accepted in lieu of a license and will en- 

(73) 



74 

litle one to teach in the district schools and the grades in the small 
1 owns for three years without examination. 

D. After two years from graduation, upon satisfactory evi- 
dence of professional experience and ability to instruct and man- 
age a school, under rules and regulations therefor to be established 
by said state teachers' training board, graduates of any accredited 
school or department shall be entitled to diplomas to be issued by 
said accredited school, stating the character and amount of work 
completed. 

E. Said state teachers' training board shall grant to eacli 
school and department accepting the provisions of this act and 
agreeing to he l)ound by the ruh-s and regulatidiis of said t)oard the 
right to use the word "accredited" as a part of the title or name of 
such school or department, which right shall be revoked by said 
board at any time upon the refusal of any such school or depart- 
ment to abide by any rule or regulation of said board. 

F. It shall be unlawful for any school or department for nor- 
raal instruction and the training of teachers which has not accepted 
the provisions of this act or whose authority under this act has been 
revoked to use the word ' ' accredited " as a part of its name or title 
or to state that such school or department has been accredited. 
If any officer, emploj^e, agent, owner, or part owner, or instructor 
or teacher in any school or department for normal instruction and 
the training of teachers which has not been accredited as provided 
lierein or whose authority hereunder has been revoked as herein 
provided, shall use the word "accredited" as a part of the name or 
title of such school or department, or shall publish, advertise, an- 
nounce or say that such school or department is accredited, upon 
conviction of the same, he shall be fined in any sum of not more 
than five hundred dollars. (R. S. 1908, §6318.) 

Important Rulings of the State Board of Education. 
October 28, 1913. 

1. No credit on any of the teachers' courses in any institu- 
tion accredited by this board shall be given for the holding of any 
grade of county or state license to teach except as may be provided 
for and authorized by the State Teachers' Training Board. 

2. Hereafter no college or normal school shall be classed as a 
standard college or standard normal school which grants the A. B., 
B. S., or other academic degree for less than four full academic 
years' (144 weeks) work above the four years' work of the com- 



75 

missioned high school. Graduates of institutions granting degrees 
lor less than four full years of college or normal school work above 
and beyond the four years' high school course, who basu their ap- 
plications for commissions or certificates for the schools they rep- 
resent, on the completion of such course or courses only, shall be 
deemed ineligible to have the commissions or certificates of high 
schools granted on their scholarship. 

3. The resolution "adopted April 11, 1912, shall be amended to 
read as follows: "On and after September 1, 1912, a high school 
in order to be commissioned or certified must have on its teaching 
staff at least one teacher who is a graduate of a standard college or 
standard normal school, or who possesses a scholarship equivalent 
to such graduate, such equivalency to be determined by the State 
Board of Education." 

4. The ab(>ve rule adopted April 11, 1912, shall not l)e retro- 
active in its application. 

5. The actual courses offered and work conducted in all schools 
accredited by the State Teachers' Training Board must conform 
lo the published catalogues of such schools, and copies of cata- 
logues must be on file in the State Department of Public Instruc- 
tion. 



11. DEFINITIONS AND RULES. 



A. STANDARD COLLEGES. 

1. Teachers. 

(a) Number. — There must be five or more teachers devoting 
their time exclusively to college work. 

(b) Work Required. — N'o teacher must be allowed to teach 
more than twenty -five hours per week. It is advisable to reduce the 
work of each teacher to fewer than twenty hours per week. 

(c) In Departments of Education. — The teachers must be 
graduates of standard normal schools, standard colleges, or univer- 
sities doing graduate work. They must have had successful expe- 
rience in public school work. They must be able to teach in a 
manner satisfactory to the State Teachers' Training Board. 

2. Finances. 

(a) Endowment. — There must be an endowment of not less 
than $200,000. 

(b) Income. — In lieu of the above mentioned endowment, an 
annual income, exclusive of tuition, of $10,000 will be accepted. 

3. Entrance Requirements. 

Graduation from a corajnissioned high school or the equivalent 
must be required for entrance. 

4. Graduation Requirements. 

(a) Length of Year. — The school year must consist of not less 
than thirty-six weeks. 

(b) Recitation Period. — The recitation period must be at least 
fifty minutes. 

(e) The Course. — (1) The course leading to the bachelor's 
degree must include four full j'ears of work beyond the entrance 
requirements. 

(2) Hereafter no college shall be classed as a standard college 
which grants the A. B., B. S., or other academic degrees for less 

(76) 



77 

than four full academic years' (144 weeks) work above the four 
years' work of the commissioned high school. Graduates of insti- 
tutions granting degrees for less than four full years of college 
work above and beyond the four years' high school course, who 
base their application for commissions or certificates for the schools 
they represent, on the completion of such course or courses only, 
shall be deemed ineligible to have the commissions or certificates 
of high schools granted on their scholarship. 

(d) Basis of Work. — The college may plan its work upon any 
liour-per-Aveek basis from fifteen to twenty that it chooses. 

5. Equipment, 

(a) Laboratories. — The laboratory equipment must be ade- 
quate to meet the modern requirements of college work in the sci- 
ences attempted. 

(b) Library. — The library must contain at least 5,000 volumes 
exclusive of public documents. It must be a growing library. The 
educational department should have a good collection of educa- 
lional and pedagogical books, and sets of the leading school jour- 
nals and educational reports. The library room shall not be used 
for recitation purposes. 

6. Pedagogical Course. 

There must be a well organized course for teachers requiring not 
less than one-fourth of the time of the student who is working for 
the bachelor's degree. 

No credit on any of the teachers' courses in any institution ac- 
credited by this board shall be given for the holding of any grade 
of county or state license to teach except as may be provided for 
and authorized by the State Teachers' Training Board. 

7. Standard Colleges in Indiana Accredited for Classes - 
A, B, and C. 

Butler College, DePauw University, Earlham College, Frank- 
lin College, Hanover College, Indiana University, Purdue Univer- 
sity, Wabash College. 



78 

B. STANDARD NORMAL SCHOOLS. 

1. Teachers. 

(a) Number. — There must be five or more teachers, devoting 
their time exclusively to the work of the normal courses. 

(b) Qualifications. — The teachers must be graduates of stand- 
ard normal schools, standard colleges, or universities doing grad- 
uate ^vork. They must have had successful experience in public 
school work. They must be able to teach in a manner satisfactory 
to the State Teachers' Training Board. 

(c) It is the sense of the State Teachers' Training Board that 
for effective teaching an instructor must not be occupied with 
classes more than 25 periods per week and that 20 periods is pre- 
ferable. In considering the accrediting of schools it will be 
guided by this conviction. 

2. Finances. 

The total annual income must be not less than $7,500. 

3. Entrance Requirements. 

No student shall be admitted to the work for class A, B or C 
unless he is a graduate of a certified or commissioned high school 
or lias a certificate of equivalency from the State Board of Educa- 
tion. 

4. Graduation Requirements. 

(a) Length of Year.— The year shall consist of at least three 
lerms of twelve weeks each. 

(b) Recitation Period. — The length of the recitation period 
shall be at least fifty minutes. 

(c) The Course. — (1 ) No course leading to graduation and a 
diploma shall be less than three years in length. 

(2) Hereafter no normal school shall be classed as a standard 
nonnal school which grants the A.B., B.S., or other academic de- 
g-ree for less than four full academic years' (144 weeks) work 
above the four years' work of the commissioned high school. 
Graduates of institutions granting such degrees for less than four 
full years of normal school work above and beyond the four years' 
high school course, who base their applications for commissions 
or certificates for the schools they represent, on the completion 



79 

of such course or coui'ses only, shall be deeined ineligible to have 
the commissions or ccrtifieates of high schools granted on tlieir 
scholarship. 

(o) No credit on any of the teachers' courses in any institu- 
tion accredited by this board shall be given for the holding of any 
grade of county or state license to teach except as may be pro- 
vided for and authorized by the State Teachers' Training Board. 

(d) Basis of Work. — The institution may plan its work on 
either a fifteen or twenty hour per week basis. 

(e) Drills. — Work in vocal music, drawing (not mechanical), 
penmansiiip, or physical education that requires no time other 
than the recitation period, is considered a drill. Such work may 
be taken in addition to the regular requirement, but shall not be 
counted one of the four credits retjuired for the class A certificate 
or the eight credits required for the class B certificate. Such 
work in crder to be counted one of the four credits required for 
the class A certificate or the eight credits required for the class 
B certificate must be given daily with double periods. 

(f) Adequate training school facilities shall be provided for 
obsei-vation study and practice in at least four grad(^s of public 
school work. 

5. Equipment. 

(a) Laboratories. — -There must be adequate laboratory facili- 
ties for teaching the various sciences offered. 

(b) Liberary. — The library must contain at least 2,500 vol- 
umes exclusive of public documents. This library should be par- 
ticularly rich in stajidard books on educational subjects, educa- 
tional reports of states, cities and committees and sets of important 
educational journals. The reading table should be supplied with 
the leading educational papers. 

6. Standard Normal Schools in Indiana Accredited for 
Classes A, B, and C. 

Indiana State Normal School, Central Normal College, Muncie 
Normal Institute, Tri-State College, Valparaiso University. 



80 

C. NORMAL DEPARTMENTS. 

A college or uornial school that does not meet the i"e(|iiirements 
of a standard college or a standard normal school may open a 
normal department under the following conditions : 

1. Teachers. 

The work must be in charge of a competent director, wiio shall 
organize and manage the work of the department. 

For class A and B work a sufficient number of teachers must 
be employed to do the work well. To be accredited for class C 
the same number of teachers must be employed as in a normal 
school. 

The teachers in normal departments must meet the same gen- 
eral reciuirements as teachers in normal schools. 

2. General Requirements. 

All tlie reijuirements of normal schools such as admis«ion of 
students, standards of work, laboratory and library equipment, 
length of school year, recitation period, training scliool, etc., apply 
without change to normal departments. 

A sufficient annual income for maintaining the department 
in a manner satisfactory to the state teachers' training board must 
lie provided. 

3. List of Accredited Schools with Normal Departments. 

Convent of Sisters of St. Francis. Oldenburg, A and B ; Goshen 
College, A and B; Indiana Central University, Indianapolis, A 
and B ; Manchester College, A, B, and C ; Marion Normal Institute. 
A, B, and C ; Moores Hill College. A and B : North American 
Gymnastic Union, Indianapolis, A ; Oakland City College, A and 
B ; Teachers College, Indianapolis, A, B, and C ; Vincennes Uni- 
versity. A and B: Winona College, A, B. and C; St Mary's, Notre 
Dame. A and B ; Evansville City Training School, A and B ; Fort 
Wayne City Training School, A and B ; Indianapolis City Train- 
ing School, A and B: South Bend Training School, A and B, Kin 
dergarten. 



III. TRAINING SCHOOLS. 



A. Kinds. 

1. Oliservation. — Jii slaiuhird colleges, standard normal 
schools, and normal departments that are accredited for the train- 
ing of teacliers, all class A and 13 students must observe expert 
teaching in at lea.st four grades of common school work. These must 
be selected fi-om the primary, intermediate and grammar grades. 
All prospective high school teachers must observe expert teaching 
in at least two departments of the high school work. 

2. Practice. — ^All standard noi-mal schools and normal depart- 
ments must give all class C sludents actual practice in teaching 
under efficient direction. For prospective high school teachers it 
is necessary to furnish practice in high school work. Standard 
colleges doing class C work must require observation work, and 
are urged to furnish practice work also. 

3. Rural Schools. — All schools offering the special two years' 
course must maintain a typical rural school and use it freely for 
observation in the preparation of country teachers. 

The work in obseiwation must include an understanding and 
interpretation of the teaching observed, under the guidance of a 
competent teacher. 

B. Teachers. 

The teachers in these training schools must be graduates of 
standard nonnal schools, standard colleges, or universities do- 
ing graduate work. They must have had successful experience in 
public scliool work. They must be able to teach in a manner sat- 
isfactory to the state teachers' training board. 

C. Equipment. 

The training school rooms must be properly heated, lighted and 
ventilated. The seating and general arrangement should meet 
modern requirements. There must be a sufficient supply of maps, 
globes, cliarts, books and apparatus to meet all the needs of good 
work. 

(SI) 



IV. THE COURSES. 



A. CLASS A. (Twelve Weeks.) 
1. In Standard Colleges. 

At least two-thirds of the total aniount of work done for Class 
A shall be in the following subjects: Principles of Education. 
Principles of Teaching, Educational Psychology, School Manage- 
ment, History of Education, Special Pedagogy of School Subjects. 
The remaining one-third of the work may l)e done, either in whole 
or in i);n't. in the strictly professional subjects or in the field of 
Philosoj^liy. 

The eiiuivalent of not less than three hours' work per week 
for the term shall be devoted to the special pedagogy of at least 
one school subject. In connection with this work, there must be 
supervised observation equal in amount to at least one lesson 
period. 

Provided, that students pursuing the coui^e for Class A cer- 
tificates uf training may elect and receive credit for an amount of 
prevocational work in an approved course or courees not to exceed 
one-fourth the total amount of work required for Class A, but 
in making such substitution the strictly professional work must 
not be omitted. 

2. In Standard Normal Schools and Normal Departments. 

(a) One period a day in any one of the following sul)jects: 
Methods I, Observation. Educational Psychology I, History of 
Education I, Child Study. 

(b) One period a day must be given to the study from the 
teacher's point of view^ of some one of the common school subjects. 

(c) One period a da.v must be given to the study from the 
teacher's point of view of one of the high school subjects. 

(d) The fourth subject may be elected from (b) or (c). 



*Tbe rulings on ttie training of teachers desiring to fit then)selves as 
si^ecial teaeliers of pve-vocatlonal subjects and tlie rulings on the training 
of teachers for regular vocational schools and depai'tments will be fontained 
in Bulletins to be issued later by the State Department of Public Instiuu'- 
tion. 

(82) 



83 

Provided, that students pursuing the course for Class A cer- 
tificates of training may elect and receive credit for an amount of 
prevocational work in an approved course or courses not 1o exceed 
one-fourth the total amount of work required for (Uass A, but 
in making such substitution the stricttly professional woi'k must 
not be omitted. 

Completion of one year's work or more in a standard college 
shall be accepted for. Class A teachers in lieu of twelve weeks' 
work in ;i school maintaining a professional course for tiie train- 
ing of teachers. 

B. CLASS B. (Twelve weeks in addition to Class A.) 

1. In Standard Colleges. 

(a) At least two-thirds of the work shall be in subjects begun 
in Class A, or in other subjects there enumerated. The remaining 
one-third of the work ma}' be done, either in whole or in part, in 
the strictly professional subjects, or in the field of philosophy, pro- 
vided there is no duplication of work already done, and further 
provided that Class A teachers completing the training course for 
Class B certificates may elect and receive credit for an amount 
of pre-vocatioual work in an a.pproved course or courses, not to 
exceed one-half the total amount of work required to complete 
the training for Class B certificates, but in making such substitu- 
tion the strictly professional work must not be omitted. 

2. In Standard Normal Schools and Normal Departments. 

(a) ISame as 2. (a) page , witli no duplication of that 

work. 

(b) Same as 2. (b) page , with no duplication of that 

work. 

(c) Same as 2. (e) page , with no duplication of that 

work. 

(d) Same as 2. (d) page , with no duplication of that 

work. Provided that Class A teachers completing the training 
coui-se for ( 'lass B certificates may elect and receive credit for 
an amount of pre-vocational work in an approved course or courses, 
not to exceed one-half the total amount of work required to com- 
plete the training for Class B certificates, but in making such 
substitution the professional work must not be omitted. 

Completion of one year's work or more in a standard college 
shall be accepted in lieu of either the first or second twelve weeks 
required for a Class B certificate. 



84 

C. CLASS. (One hundred eight weeks.) 

V 1. General Regulations. 

The requirement tliat a teaelier oi' the tliird elass "shall be a 
graduate of a school inaiutainiug a professional course for the 
training of teachers, or its equivalent/" shall be construed to mean 
that sucli teacher shall liave completed in a standard normal 
school or approvetl normal department, a course of not less than 
3 years above that required for graduation from a commissioned 
or certified high school or the equivalent, at least one-fourth of 
which sliall be of a strictly professional or pedagogical charac- 
ter, and in which the remaining subjects shall be studied and 
tanght from a i)rofessional point of view, and provided that a 
graduate of a standard college or university which maintains a 
professional course for teachers' of not less than three years, ac- 
credited by Ihe state teachers' training board, at least one-fourth 
of whose work shall have been in such department, may, upon 
complying willi the other i-equirements of the law, be admitted to 
Class C. 

2. In Standard Colleges. 

The course must meet the requirements set forth in the topic, 
"Pedagogical Course," under Definitions and Rules. Consider- 
al)le tinu must be given to observation and practice in training 
schools. 01- to observation alone, if proper arrangements cannot be 
made for i)ractice. Of the one-fourth professional work required 
of Class (j students, not more than one-third may be chosen from 
the following philosophical subjects: (Jeneral Psychology, Philo- 
sophy, Ethics, History of Philosophy, Aesthetics or Logic. 

Those desiring to prepare themselves for supervisors or special 
teachers of agriculture, domestic science or industrial arts sub- 
jects and working for a C certificate, should specialize on the pre- 
vocational subject they are preparing to teach. The kind and 
amount cf work which such a special teacher or supervisor of 
agriculture, domestic science or industrial arts should pursue has 
not yet Iteen authorized by the Board. It should represent nor- 
mally two full years of special work for the prospective teacher 
and graduation from a standard technical college or course for 
the supervisor. 

Class B teachers completing the training for Class C certificates 
and desiring to fit themselves for teaching the prevocational sub- 
jects in the public schools of the State next year, may, during the 



85 

present siuuiuer, devote half their time, and in exceptional cases 
all their time to the technical and prot"essional cispects of one or 
two pre-vocational subjects, receiving credit on their G certificate 
for same. 

3. In Standard Normal Schools and Normal Departments. 

The course should be well organized on the model of the state 
normal course and must provide for the following subjects: 

Arithmetic twenty-four weeks. 

English (Irainmar twenty-four weeks. 

Composition twelve weeks. 

History and (Jivil Government twenty-four weeks. 

Physiology and Ifygiene twenty-four weeks. 

Reading and Literature twenty-four weeks. 

Geography twenty-four weeks. 

Pennmanship twelve weeks. 

Educational Psychology, with special reference to grade 

work thirty-six weeks. 

Principles and JMethods of Teaching twelve weeks. 

Observation and Practice in Training Sdiools,. twenty-four weeks. 

History of Education twenty-four weeks. 

Manual Training and Domestic yci(mce twelve weeks. 

Vocal Music twelve weeks. 

Drawing twelve weeks. 

Nature Study twelve weeks. 

Physical Culture (two hours ])er week), twenty-foui' weeks. 

Schools desiring to do so may substitute some other subjects 
for the second twelve weeks in English Grammar. 

The remaining eleven credits necessary to graduation may be 
elected from the advanced subjects : Provided that Class B teach- 
ers completing the training for Class C certificates may during 
the preseiit summer term devote half their time, and in exceptional 
cases all their time to professional and technical aspects of one or 
two pre-vocational subjects and receive credit for same, and that 
when any subject is once elected it must be pursued until at least 
three full credits are made, unless the student is exciised by the 
head of the department. 



86 

D. SPECIAL TWO YEARS' COURSE. 

1. Explanation. 

It is the isense of the board that the two years' course open to 
high school graduates provided for in Section 3 of House Bill No. 
708, Acts 1907, shall be open to students under the same condi- 
tions as the other professional coursas. 

2. General Regulations. 

(a) Term and Recitation Period. — These must be the same 
as in other courses. Seventy-two weeks are required to complete 
the course. 

(b) Character of the Work. — All the subjects taught and all 
the work doue shall have direct reference to the needs of teachers 
of the rural schools or of the grades in the small towns. 

(c) Relation to Other Courses. — The two years' course of 
study shall be the same as the required subjects in the three 
years' course above, with the exception that only twenty-four 
weeks' work in Educational Psychology is required, and no work 
in School ')rganization is reijuired. In addition, twenty-four weeks 
are given to electives. 

(d) Observation and Practice. — The work in observation and 
in practice shall be given in a training school consisting of two 
or more grades of children pursuing the course of study for the 
public Sichools of the state substantially as outlined by the state 
department of public instruction. Each of these subjects shall be 
considered a full study for a term of not less than twelve weeks, 
and shall have not less than one-fourth of the time and attention 
of the student during such period. 

Since the teachers taking this. course are to teach in the rural 
schools and in the schools of the smaller towns, it is ordered by 
the board that the schools for observation and practice shall in- 
clude a rural training school of standard excellence. 

3. The Course in Detail. 

It must be well organized on the model of that offered by the 
state normal school. It must contain the following subjects: 

English Grammar twenty-four weeks. 

Composition twelve weeks. 

Arithmetic twcnt v-four weeks. 



87 

Reading and Literature twenty-four weeks. 

Geography twenty-four weeks. 

History and Civil Government twenty-four -weeks. 

Physiology and Hygiene twenty-four weeks. 

Vocal Music twelve weeks. 

Drawing twelve weeks. 

Principles and Methods of Teaching twelve weeks. 

Educational Psychology, with special reference to grade 

work twenty-four weeks. 

Practice in Training Schools, Graded and rural . twenty-four weeks 

Manual Training and Domestic Science twelve weeks. 

Physical Culture (two hours per week) twenty-four weeks. 

History of Education twelve weeks. 

Penmanship twelve weeks. 

Agriculture twelve weeks 

Elective (from other courses) twelve weeks. 



V. HIGH SCHOOL WORK IN ACCREDITED 
SCHOOLS. 

A. IN COLLEGES. 
1. Academy or Preparatory Department. 

The academy or preparatory dei)artment of any college may 
be given an ecjuivalency commission provided its course, equip- 
ment and teaching force fulfill the standards required of com- 
missioned high schools. 

2. Sub-Freshman Work. 

If the college is standard and maintains sub-freshman classes, 
the completion in such classes of all the work required for entrance 
will be regarded as equivalent to the completion of a commissioned 
course. 

B. IN NORMAL SCHOOLS. 
1. Regular Course. 

Any normal school may organize a course of not less tlian thir- 
1\-two months' duration and receive an etiuivalency commission for 
the same, provided the course, the equipment for conducting it 
and the teachers engaging in the instruction, meet the requirements 
for a commissioned high school. 

2. Credit Course. 

(a) Definition of Credit. — A credit of high school work in 
an accredited school shall be one subject with daily recitations for 
one term of twelve weeks. Four credits per term shall constitute 
the work of a student. 

(b) Retiuirements for Commissioned Work — 
9 credits in English. 

9 " in Foreign Language. 
6 " in Science (o in each of 2 sciences). 

8 '' in Mathematics. 

5 " in History (not more than 2 of these in U. S. 

History) . 

(SS) 



89 

The remaining five credits to be elected from the general field 
of high school subjeets. 

Music and Drawing. — Work in each of these subjects must be 
given in an amount equal to one hour per week for six terms. 

(c) Requirements for Certified Work. — The same as for com- 
missioned work, with the omission of the 5 credits from the gen- 
eral field of high school subjects. 

C. METHODS OF PASSING ON THE QUALIFICATIONS OF 
IRREGULARLY PREPARED STUDENTS. 

1. In Colleges. 

(a) By completing the regular certihed or commissioned high 
school course. 

(b) By satisfying the entrance requirements provided the 
college is a standard one. 

(c) By taking enough work to pass successfully the state 
board's equivalency test. 

2. In Normal Schools. 

(a) By completing the regular commissioned or certified high 
school course or either of the credit courses. 

(b) By taking enough work to pass successfully the ^state 
board's equivalency test. 

(c) Advanced Standing. — Advanc(;d standing may be given 
students. The units of credit given should be determined by the 
credentials submitted from other schools or by rigid examination. 
In either case a complete record of the data used in determining 
the advanced credits should be kept on file. 



90 
SPECIAL LMPORTAM RULINGS. 



A. THE TWELVE WEEKS' COURSE. 
1. Length of Term. 

The nvelve weeks' period shall cover not less than twelve full 
calendar weeks of actual school work, including necessarj^ days of 
classification and registration of students, legal holidays and eom- 
meneement exercises. 

It may be taken in two terms of sis weeks each, or it may be 
extended through two or three twelve weeks' terms. 

2. Time of Entering. 

Students should enter at the beginning of the term. Late en- 
trance should not be allowed unless the school is prepared to give 
the student such attention as will insure valuable and continuous 
work. Ii these conditions exist then students may enter at any 
time, provided no credit is given for less than one-Ualf term's 
attendance. 

3. Absence. 

Students absent not to exceed ten s(_-liool days within the twelve 
weeks, and who pass all the examinations and do satisfactorily all 
the scholastic work of the twelve weeks, shall be regarded as ful- 
filling all the requirements of the law. This provision is not to be 
construed as reducing the twelve weeks' term to ten weeks, but is 
intended to cover .simply and only cases of sickness. If emergency 
cases of absence arise not covered by the rule above, the president 
of the normal school or college may state the facts to the state 
su})erintendent for decision. 

4. Credits in One Institution. 

All the woi-k rerjuired for tlie Class A certificate, or the addi- 
tional work ie(|uired for the Class B certificate, shall be done in the 
same institution. Xo credits shall be given by any accredited in- 
stitution for less than twelve weeks' work done in any other ac- 
credited institution. Credit shall be given for full quarters 
(twelve weeks'* only. 

5. Preparatory Work. 

I The work must be taken after the legal (lualifications are met.) 
The preparatory high school work must be completed before 



91 

students are permitted to enter on any of the teachers' courses 
offered by any accredited school : Provided, That if the applicant 
for admission to any of the teachers' courses shall lack not more 
than two credits of completing the course in and graduating from 
a commissioned high school, such applicant may be permitted to 
make the two required credits in high school subjects necessary to 
graduation and at the same time be permitted to take not more 
than two subjects in one of the teachere' courses, but the credits 
so made in the teachers' courses shall not count until the high 
school course is completed, and the credits completing the high 
school course shall not count on the teachers' course. 

6. Number of Students in Each Class. 

Except in classes in Music and Penmanship, it is believed that 
more than 50 students should not be enrolled and that a member- 
ship of not to exceed 30 students in a class is preferable. In ac- 
crediting schools the Board will be guided by this conviction. 

B. KEEPING OF RECORDS. 

1. In Secondary Schools. 

All certified and commissioned high schools and all eipiivalency 
commissioned and certified schools are required to keep permanent 
records containing the following items for each pupil : Studies 
pursued, credits and grades given in each study, the number of 
recitations each week in each study, length of recitation, which in 
commissioned high schools shall not be less than forty minutes with 
double laboratory periods, total credits given, number of weeks' 
attendance per year, and total number of weeks' attendance. 

2. Furnish* to Pupils. 

Each pupil shall be furnished a certified copy of this record 
at the time of gi'aduation or permanent withdraM^al from the 
school. 

3. In Accredited Schools. 

When a student enters an- accredited school a copy of his high 
school record or his certificate of equivalency must be filed and 
made a matter of permanent record. 



92 

C. ISSUING CERTIFICATES. 

WJioi a student completes the work of ennj class lie must ho 
furnisheel a certificate staling the fact. The school issuing the 
same must at once send a duplicate to the superintendent of public 
instruction. 

D. WORK DONE OUTSIDE OF INDIANA. 
1. No Schools Accredited. 

For obvious reasons Jio schools outside of Ituliaua are put on 
the accredited list. 

2. Work Recognized. 

When the professional work of teachers of either regular aca- 
demic or pre-voeational subjects is done outside the State it may 
be recognized by proceeding as follows : 

(a) File with the state superintendent of public instruction 
certified credentials of high school work done. 

(b) File with the state superintendent of public instruction 
a certified statement of the nature, amount, and grade of profes- 
sional work done. 

(c) If both (a) and (b) are satisfactory the state superin- 
tendent cf public instruction may i.ssue a certificate stating the 
class of work completed. 

E. ADVERTISING. 

Every accredited school shall be required to print on 
its catalogue, advertising matter and bulletins, the class 
or classes for which it has been accredited, if the word 
accredited is used at all in such publications. 

The actual courses offered and work conducted in all 
schools accredited by the State Teachers' Training Board 
must conform to the published catalogues of such schools, 
and copies of catalogues must be on file in the State De- 
partment of Public Instruction. 

F. CLASSES AND LICENSES. 

1. A teacher who has completed Class A w^ork is eligible for a 
twelve months' license. No higher grade license may be issued to 
a teacher of this class. Tiie teacher mav remain in this class in- 



93 

definitely. He can not pass out of it nntil he takes Class B work, 
has at least one year of experience, and makes a grade for a twenty- 
four months' license. 

2. A teacher who has completed Class B work and has had one 
year's expei-ience is eligible for a twenty-four months' license, 
and no higher grade license may be issued to a teacher of this class. 
A teacher can not pass out of Class B until he completes Class C 
professional work, has at least three years' experience, and makes a 
grade for a thirty-siK months' license. 

3. A teacher who has completed Class C work and who has 
had three years' experience is eligible to a thirty-six months' li- 
cense. 

4. A teacher who has completed Class C work and who has 
had five years' experience, two of which have been taught as a 
Class C teacher, and who holds a thirty-six months' or higher grade 
of license is eligible to enter Class D. 



WMmM 



LIBRARY OF CONGRESS 

lllfi'!'llll» 



019 737 038 5 



